Individual Differences in Second Language Speech Learning in Classroom Settings: Roles of Awareness in the Longitudinal Development of Japanese Learners' English /[alveolar approximant]/ Pronunciation

Autor/in	Saito, Kazuya
Titel	Individual Differences in Second Language Speech Learning in Classroom Settings: Roles of Awareness in the Longitudinal Development of Japanese Learners' English /[alveolar approximant]/ Pronunciation
Quelle	In: Second Language Research, 35 (2019) 2, S.149-172 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saito, Kazuya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658318768342
Schlagwörter	Individual Differences; Second Language Learning; English (Second Language); Foreign Countries; Pronunciation; Language Skills; Phonetics; Speech Communication; College Freshmen; Japanese; Oral Reading; Acoustics; United Kingdom + Suchen Sie Ihr Suchwort? Individueller Unterschied; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Aussprache; Language skill; Sprachkompetenz; Phonetik; Fonetik; Studienanfänger; Japaner; Japanisch; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Akustik; Großbritannien
Abstract	The current study longitudinally examined a crucial individual difference variable -- i.e. awareness (operationalized as explicit attention and articulatory knowledge) -- in adult second language (L2) speech learning in the context of 40 Japanese learners' English /[alveolar approximant]/ pronunciation development in an EFL classroom. The participants' speech, elicited from word reading, sentence reading and timed picture description tasks at the beginning and end of one academic semester, were analysed in terms of three acoustic dimensions of English /[alveolar approximant]/: third formant (F3), second formant (F2) and duration. Whereas the participants showed gains in the relatively easy aspect of the English /[alveolar approximant]/ acquisition (F2 reduction for tongue retraction) as a function of increased L2 input, their explicit awareness of accurate English /[alveolar approximant]/ pronunciation played a significant role in the acquisition of the relatively difficult dimension (lengthening phonemic duration). The awareness-acquisition link was not found, however, for the most difficult dimension (F3 reduction for labial, alveolar and pharyngeal constrictors) at least within the timeframe of the project. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01