Incidental and Multimodal High Variability Phonetic Training: Potential, Limits, and Future Directions

Autor/inn/en	Saito, Kazuya; Hanzawa, Keiko; Petrova, Katya; Kachlicka, Magdalena; Suzukida, Yui; Tierney, Adam
Titel	Incidental and Multimodal High Variability Phonetic Training: Potential, Limits, and Future Directions
Quelle	In: Language Learning, 72 (2022) 4, S.1049-1091 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saito, Kazuya) ORCID (Kachlicka, Magdalena) ORCID (Suzukida, Yui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12503
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Phonetics; Teaching Methods; Instructional Effectiveness; Auditory Discrimination; Speech Communication; Feedback (Response); Incidental Learning; Video Games; Cognitive Psychology; Multimedia Materials; Pronunciation Instruction; Auditory Perception; Native Language; Japanese + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Phonetik; Fonetik; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Inzidentelles Lernen; Video game; Videospiel; Videospiele; Kognitive Psychologie; Ausspracheübung; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Japaner; Japanisch
Abstract	Scholars have extensively investigated the effectiveness of high variability phonetic training (HVPT), that is, identification and discrimination of second language speech sounds produced by multiple speakers followed by trial-by-trial feedback. Building on the notion of incidental and multimodal learning in cognitive psychology (e.g., Lim & Holt, 2011), we developed a new, HVPT-based videogame paradigm in which participants aimed to shoot clay targets as fast as possible while being guided to learn sound cues as a by-product of planned learning. Focusing on the speech acquisition of 58 Japanese English-as-a-foreign-language learners, the current study set out to test the pedagogical potential and limits of the incidental HVPT approach. According to the results of statistical analyses, the effectiveness of incidental HVPT can be more clearly observed if it focuses on more learnable targets (e.g., acquisition of English [ae]-[open-mid back unrounded vowel] rather than [r]-[l] contrasts) with gains being more generalizable from trained to new speakers' voices and from perception to production dimensions. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01