用手势编码可视发音改善第二语言元音发音:图片命名和段落阅读任务的证据

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Language Learning Pub Date : 2024-04-30 DOI:10.1111/lang.12647
Xiaotong Xi, Peng Li, Pilar Prieto
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引用次数: 0

摘要

本研究探讨了用手势编码可见或不可见发音特征的视听语音训练是否会对第二语言发音的学习产生不同影响。对99名加泰罗尼亚语-西班牙语双语学生进行了区分英语/æ/和/ʌ/的训练,这两种发音在可见唇孔和非可见舌位上存在差异,训练包括无手势、代表唇孔的手势或代表舌位的手势。在训练前、训练后和训练一周后,通过词语识别任务评估学员对目标词的感知能力,并通过段落阅读、图片命名和词语模仿任务测试学员的发音能力。尽管所有参与者在感知和发音方面都有所提高,但在段落阅读和图片命名任务中,唇部手势比其他两种情况下的手势更能有效调整唇部孔径。这些结果表明,编码可见而非不可见发音特征的手势对改善第二语言发音更有效。
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Improving Second Language Vowel Production With Hand Gestures Encoding Visible Articulation: Evidence From Picture‐Naming and Paragraph‐Reading Tasks
This study investigates whether audiovisual phonetic training with hand gestures encoding visible or nonvisible articulation features has a differential impact on learning second language sounds. Ninety‐nine Catalan–Spanish bilingual students were trained to differentiate English /æ/ and /ʌ/, which differ in the visible lip aperture and nonvisible tongue position, with training involving no gestures, gestures representing the lip aperture, or gestures representing the tongue position. Before, immediately after, and 1 week after the training, participants’ perception of the targets was assessed through a word‐identification task, and their production was tested through paragraph‐reading, picture‐naming, and word‐imitation tasks. Although all participants improved in perception and production, the lip hand gesture was more effective in adjusting lip aperture than the other two conditions in the paragraph‐reading and picture‐naming tasks. These results suggest that hand gestures encoding visible rather than nonvisible articulation features are more effective for improving second language pronunciation.
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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
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