Second Language Pronunciation. Группа авторов

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Название Second Language Pronunciation
Автор произведения Группа авторов
Жанр Языкознание
Серия
Издательство Языкознание
Год выпуска 0
isbn 9781119801573



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addition to variation in stimulus talkers and phonetic contexts, the nature of corrective feedback (CF) has also been shown to impact perceptual learning. While corrective feedback of some sort is a feature of all HVPT training, Lee and Lyster (2017) explored what role specific types of correct CF play in the transfer of perceptual training to production. Their HVPT experiment tested CF in four conditions. One group received feedback only that their response was incorrect, but was not told what the correct response should have been. Three other groups received feedback when they were wrong, but also received additional input, either by hearing an example of the target item again, hearing an example of the non-target item they had selected, or hearing both the target and non-target sounds. Only the groups that heard either the target form or the non-target form as part of CF displayed transfer to production. Those that did not hear either target or non-target items, or those that heard both, did not improve in production. In sum, Lee and Lyster’s study confirms that drawing learners’ attention to errors, either through negative or positive evidence, contributes to learning, just as it does in L1 pronunciation development.

      Two other approaches to perceptual training are also worth noting, although neither has a sufficient evidence base to support its widespread adoption. Underlying both seems to be an assumption that accurate perception of one’s own productions (i.e., self-perception) has a facilitative effect in ultimately matching what one perceives with what one produces (Baker & Trofimovich, 2006; Borden et al., 1983). While neither is a purely perception-oriented technique, both include a perceptual component through the use of imitation. Rojczyk (2015) instructed Polish learners of English to imitate English-accented Polish sentences, targeting particular English consonants. This practice may have had the effect of orienting learners’ attention to phonetic information produced with their own voices in their L1. The researcher found that imitation of English-accented Polish led to positive transfer in their L2 English pronunciation. Other researchers are testing what they call a “Golden Speaker” approach to making perceptual learning easier (Ding et al., 2019). This is based on a belief that there are ideal voices from which particular learners can best develop L2 speech perception. The Golden Speaker web-based application maps a learner’s own voice quality onto the correct pronunciation of target sounds produced by a native speaker. The system then generates training stimuli that sound like the learner’s voice, but without segmental errors. It is assumed that this will make it easier for learners to attend to those parts of the acoustic signal that are distinct from their own voices, because it simulates a vocal tract size and shape that is exactly the same as the learners’ own, but with an articulation model that is native speaker-like. To the extent to which these alternative approaches to L2 perception training work, they may be preferable to HVPT, which is more labor-intensive since it requires the accumulation of training stimuli from multiple talkers.

      Pedagogical Implications

      While most of the research on perceptual training has focused on segmentals, the same principles can be applied to determine which suprasegmental features warrant instruction. Derwing et al. (2012) demonstrated that some L2 English prosodic patterns can develop without the need for explicit instruction (e.g., word stress), while other patterns may benefit from instruction (e.g., sentence stress). There are also individual differences related to the L1 background of the listeners.