{"title":"Task-based pronunciation teaching: Lack of auditory precision but not memory hinders learning","authors":"Jiying Xu , Kazuya Saito , Ingrid Mora-Plaza","doi":"10.1016/j.system.2024.103532","DOIUrl":null,"url":null,"abstract":"<div><div>This study examined the impact of individual differences in perception and cognition on the effectiveness of task-based pronunciation teaching (TBPT). Seventy young adult Chinese speakers were randomly assigned to either an experimental or control group. The experimental group participated in a 30-min TBPT session, engaging in meaning-oriented tasks designed to help them notice and practice two English vocalic contrasts: [ɛ]-[æ] (e.g., “set” vs. “sat”) and [ɪ]-[i] (e.g., “sit” vs. “seat”). Participants’ learning patterns were then assessed based on their aptitude on perceptual (auditory processing) and cognitive (working memory) levels. Analysis of pre- and post-test results, conducted through forced-choice identification tasks, revealed significant improvements in vowel performance (approximately 10% gain), particularly among participants with normative auditory precision. However, the effectiveness of TBPT was limited among those with lower auditory precision. These findings highlight the negative impact of lower-order aptitude, specifically auditory processing, on the efficacy of TBPT.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"127 ","pages":"Article 103532"},"PeriodicalIF":4.9000,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"System","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0346251X24003142","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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Abstract
This study examined the impact of individual differences in perception and cognition on the effectiveness of task-based pronunciation teaching (TBPT). Seventy young adult Chinese speakers were randomly assigned to either an experimental or control group. The experimental group participated in a 30-min TBPT session, engaging in meaning-oriented tasks designed to help them notice and practice two English vocalic contrasts: [ɛ]-[æ] (e.g., “set” vs. “sat”) and [ɪ]-[i] (e.g., “sit” vs. “seat”). Participants’ learning patterns were then assessed based on their aptitude on perceptual (auditory processing) and cognitive (working memory) levels. Analysis of pre- and post-test results, conducted through forced-choice identification tasks, revealed significant improvements in vowel performance (approximately 10% gain), particularly among participants with normative auditory precision. However, the effectiveness of TBPT was limited among those with lower auditory precision. These findings highlight the negative impact of lower-order aptitude, specifically auditory processing, on the efficacy of TBPT.
期刊介绍：
This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.
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