Individual differences in L2 acquisition of English phonology: The relation between cognitive abilities and phonological processing

Darcy, Isabelle; Park, Hanyong; Yang, Chung‐Lin

doi:10.1016/j.lindif.2015.04.005

Cited by 64 publications

(56 citation statements)

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“…More recently, however, four studies have explored and confirmed the moderate-to-strong predictive power of phonemic coding for adult L2 learners' pronunciation attainment, especially at a segmental level after years of classroom (Saito, 2017, in press;Saito et al, 2018) and naturalistic (Granena & Long, 2013) L2 learning. Given that the cognitive underpinnings of experienced L2 learners' segmental learning and attainment remains open to debate (e.g., Darcy et al, 2015Darcy et al, , 2016, the acquisition-aptitude link needs to be further examined. Recent work has shown connections between shared processes in language and music comprehension on several levels, including between harmony and syntax (Patel, Gibson, Ratner, Besson & Holcomb, 1998), rhythm and stress (Cason, Astésano & Schön, 2015), melody and intonation (Liu, Patel, Fourcin & Stewart, 2010) and semantics (Daltrozzo & Schön, 2009).…”

Section: Developing a New Aptitude Framework For L2 Pronunciation Leamentioning

confidence: 99%

Explicit and implicit aptitude effects on second language speech learning: Scrutinizing segmental and suprasegmental sensitivity and performance via behavioural and neurophysiological measures

2018

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The current study examines the role of cognitive and perceptual individual differences (i.e., aptitude) in second language (L2) pronunciation learning, when L2 learners' varied experience background is controlled for. A total of 48 Chinese learners of English in the UK were assessed for their sensitivity to segmental and suprasegmental aspects of speech on explicit and implicit modes via behavioural (language/music aptitude tests) and neurophysiological (electroencephalography) measures. Subsequently, the participants' aptitude profiles were compared to the segmental and suprasegmental dimensions of their L2 pronunciation proficiency analyzed through rater judgements and acoustic measurements. According to the results, the participants' segmental attainment was associated not only with explicit aptitude (phonemic coding), but also with implicit aptitude (enhanced neural encoding of spectral peaks). Whereas the participants' suprasegmental attainment was linked to explicit aptitude (rhythmic imagery) to some degree, it was primarily influenced by the quality and quantity of their most recent L2 learning experience. COGNITIVE CORRELATES OF LSPEECH LEARNINGUnderstanding the process and product of second language acquisition (SLA) is complex, as it can be explained not only by factors related to experience (i.e., the extent to which second language [L2] learners practice the target language), but also by those related to aptitude (i.e., the cognitive and perceptual factors which determine the extent to which L2 learners can make the most of relevant L2 experience). Whereas the previous literature has examined aptitude in reference to L2 lexicogrammar development (for reviews, see Li, 2016;Skehan, 2016), surprisingly little is known about the role of aptitude in L2 pronunciation learning. The present study aims to fill this gap by proposing a new framework of cognitive abilities relevant to the degree of success after years of explicit and implicit pronunciation learning under various L2 learning conditions. To achieve this main objective, we assessed the segmental and suprasegmental sensitivity of 48 Chinese learners of English in the UK by using a range of behavioural (language and music aptitude tests) and neurophysiological (electroencephalography) measures. Subsequently, we explored which pronunciation learning aptitude variables were linked to the segmental and suprasegmental aspects of the learners' L2 pronunciation performance, controlling for their L2 learning backgrounds (i.e., their past and recent L2 use). Background Second Language Pronunciation DevelopmentSecond language pronunciation proficiency is a composite skill which comprises the capacity to (a) pronounce new consonantal and vocalic sounds in a L2 without deleting or substituting them for L1 counterparts (segmental accuracy); (b) use adequate prosody at the word (correct assignment of word stress) and sentence (appropriate use of intonation for declarative and interrogative intensions) levels; and (c) deliver speech at an optimal tempo (...

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Section: Developing a New Aptitude Framework For L2 Pronunciation Leamentioning

confidence: 99%

Explicit and implicit aptitude effects on second language speech learning: Scrutinizing segmental and suprasegmental sensitivity and performance via behavioural and neurophysiological measures

2018

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“…The test consists of linguistic materials and tasks that simulate various kinds of L2 learning experiences when participants aim to acquire a new, unfamiliar language. The methodological decision here distinguished the current study from the previous aptitude and speech studies using nonverbal materials (e.g., Darcy et al, 2015).…”

Section: Current Studymentioning

confidence: 99%

“…Whereas much attention has been directed toward examining the role of aptitude in the learning of L2 morphosyntax, some studies have begun to delve into the cognitive individual differences in L2 phonological acquisition. For example, Darcy and her colleagues conducted a series of empirical studies showing that L2 learners’ vowel perception and production performance was associated with a range of cognitive abilities, such as working memory, attention control, and processing speed (Darcy, Park, & Yang, 2015), and inhibitory control (Darcy, Mora, & Daidone, 2016). In an intervention study, Li and DeKeyser (2017) demonstrated that musical talent (sensitivity to rhythm) mediated the effects of explicit instruction on American learners’ acquisition of L2 Mandarin lexical tones.…”

Section: Introductionmentioning

confidence: 99%

The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings

Saito

2018

Applied Psycholinguistics

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Building on the extensive work conceptualizing, developing, and validating foreign language aptitude for successful second language acquisition (e.g., Skehan, 2015, inApplied Linguistics), the current project expounded the cognitive abilities relevant and instrumental to adult Japanese classroom learners’ pronunciation attainment of English /ɹ/. The speech production of 50 Japanese participants was elicited, acoustically analyzed, and linked to different aspects of their aptitude profiles (phonemic coding, associative memory, and sequence recognition). Whereas those with higher phonemic coding demonstrated better performance in a relatively easy dimension of English /ɹ/ pronunciation (lower F2 for tongue retraction), those with greater associative memory demonstrated more advanced performance in the relatively difficult dimensions of English /ɹ/ pronunciation (longer transition duration for phonemic length; lower F3 for labial/alveolar/pharyngeal constrictions). The role of incidental learning aptitude (i.e., sequence recognition) remained unclear. The findings here indicate that explicit aptitude related to phonological analysis and memory may play a key role in predicting the incidence of advanced second language segmental proficiency attainment in classroom settings.

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“…Regarding pronunciation abilities specifically, research also indicates that higher abilities in cognitive control relate to more accurate pronunciation and phonological processing (e.g. Darcy et al, 2014Darcy et al, , 2015Lev-Ari & Peperkamp, 2013). However, this line of research has only evaluated isolated dimensions of phonological systems or their specific acoustic-phonetic properties (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…overall test scores), while few studies have scrutinized the phonological skills of learners (e.g. Darcy et al, 2015;Hu et al, 2013). There is, therefore, a key gap in our knowledge base with respect to which factors underlie individual differences in L2 phonological development.…”

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confidence: 99%

Second Language Pronunciation Assessment

Fulcher¹,

Browne²

2016

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General rightsThis document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/pure/about/ebr-terms This series brings together titles dealing with a variety of aspects of language acquisition and processing in situations where a language or languages other than the native language is involved. Second language is thus interpreted in its broadest possible sense. The volumes included in the series all offer in their different ways, on the one hand, exposition and discussion of empirical findings and, on the other, some degree of theoretical reflection. In this latter connection, no particular theoretical stance is privileged in the series; nor is any relevant perspective -sociolinguistic, psycholinguistic, neurolinguistic, etc. -deemed out of place. The intended readership of the series includes final-year undergraduates working on second language acquisition projects, postgraduate students involved in second language acquisition research, and researchers, teachers and policy-makers in general whose interests include a second language acquisition component. Second Language Pronunciation Assessment SECOND LANGUAGE ACQUISITIONFull details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com, or by writing to Multilingual Matters, St Nicholas House, 31-34 High Street, Bristol BS1 2AW, UK. SECOND LANGUAGE ACQUISITION: 107 Second Language Pronunciation AssessmentInterdisciplinary Perspectives All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher. Edited by Talia Isaacs and Pavel Trofi movich MULTILINGUAL MATTERSThe policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.Typeset by Nova Techset Private Limited, Bengaluru and Chennai, India. Printed and bound in the UK by the CPI Books Group Ltd. Printed and bound in the US by Edwards Brothers Malloy, Inc. In Memory of Alan Davies and Danielle Guénette AcknowledgementsThis edited volume, which brings together different but complementary research perspectives to establish a common platform in which to discuss issues relevant to assessing second language (L2) pronunciation, would not have been possible without the contributions and commitment of the authors, who explore key issues through different disciplinary lenses in the chapters that make up this volume. The vision for the book arose during a cold Canadian winter at the beginning of the second decade of the 21st century, when a sense of momentum for i...

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Individual differences in L2 acquisition of English phonology: The relation between cognitive abilities and phonological processing

Cited by 64 publications

References 37 publications

Explicit and implicit aptitude effects on second language speech learning: Scrutinizing segmental and suprasegmental sensitivity and performance via behavioural and neurophysiological measures

Explicit and implicit aptitude effects on second language speech learning: Scrutinizing segmental and suprasegmental sensitivity and performance via behavioural and neurophysiological measures

The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings

Second Language Pronunciation Assessment

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