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

Autor/inn/en	Shao, Yujie; Saito, Kazuya; Tierney, Adam
Titel	How Does Having a Good Ear Promote Instructed Second Language Pronunciation Development? Roles of Domain-General Auditory Processing in Choral Repetition Training
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 57 (2023) 1, S.33-63 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saito, Kazuya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3120
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Aussprache; Ausspracheübung; Auditive Stimulation; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachverarbeitung; Psychomotorische Aktivität; Language skill; Language skills; Sprachkompetenz; Muttersprachler; China; Chinesen
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). (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