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Rhythmic Training for L2 Phonetic Ac...

Carter, John Durbin Neal,

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Rhythmic Training for L2 Phonetic Acquisition: Rising Diphthongs in Spanish /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Rhythmic Training for L2 Phonetic Acquisition: Rising Diphthongs in Spanish // John Durbin Neal Carter.
作者:	Carter, John Durbin Neal,
面頁冊數:	1 electronic resource (228 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
標題:	Linguistics. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32046105
ISBN:	9798315767237

Rhythmic Training for L2 Phonetic Acquisition: Rising Diphthongs in Spanish /
Carter, John Durbin Neal,

Rhythmic Training for L2 Phonetic Acquisition: Rising Diphthongs in Spanish /John Durbin Neal Carter. - 1 electronic resource (228 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: A.

Although explicit phonetic instruction may improve L2 pronunciation, it contradicts the implicit instructional paradigm in most U.S. L2 courses. Because musicality can correlate with better L2 pronunciation acquisition, musical training could be a useful form of phonetic instruction within an L2 curriculum. This study evaluates the effectiveness of musical training on the acquisition of rising diphthongs (e.g., "ie" and "ue") by English speakers learning Spanish. These sequences are often cued by duration, and such temporal aspects of speech may be more positively impacted by musicianship (Sadakata & Sekiyama, 2011). Although many scholars argue that L2 speakers struggle with these sequences, there is phonetic evidence against this notion (MacLeod, 2008). Furthermore, it is unclear how phonological context (i.e., the preceding consonant) may impact production of these diphthongs for L2 speakers.To clarify the nature of L2 rising diphthong production and evaluate the effectiveness of novel training on these sounds, we conducted a production experiment with treatment groups (music, explicit instruction, and implicit instruction), a control group, and a native-speaker group. The first session included a pretest, training, and posttest, and the second (two weeks later) was a delayed posttest. Participants read words containing [je] and [we] for all tests. Music training involved chanting on a beat to force the diphthong into one syllable. Diphthongs were analyzed for several acoustic cues. Additionally, a perception experiment used extracted audio from the production task to see if changes in acoustic cues for diphthongs (i.e., speech-rate normalized duration and earliness of F2 transition) yielded more positive judgments. Native speakers rated pretest and delayed posttest words for comprehensibility and accentedness.Pretest results showed that L2 learners rarely differed from native speakers, except in conditions where L2 productions were more diphthong-like. Upon longitudinally comparing training effects, we found that musical training yielded the most phonetic change across all measurements. However, improvements in acoustic measurements were not associated with better ratings in the perception task. This study suggests musical training can be a resource in L2 courses, but implementation of any pronunciation instruction requires thorough evaluation of reported phonetic divergence.

English

ISBN: 9798315767237Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

Diphthongs

Rhythmic Training for L2 Phonetic Acquisition: Rising Diphthongs in Spanish /
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520 $a Although explicit phonetic instruction may improve L2 pronunciation, it contradicts the implicit instructional paradigm in most U.S. L2 courses. Because musicality can correlate with better L2 pronunciation acquisition, musical training could be a useful form of phonetic instruction within an L2 curriculum. This study evaluates the effectiveness of musical training on the acquisition of rising diphthongs (e.g., "ie" and "ue") by English speakers learning Spanish. These sequences are often cued by duration, and such temporal aspects of speech may be more positively impacted by musicianship (Sadakata & Sekiyama, 2011). Although many scholars argue that L2 speakers struggle with these sequences, there is phonetic evidence against this notion (MacLeod, 2008). Furthermore, it is unclear how phonological context (i.e., the preceding consonant) may impact production of these diphthongs for L2 speakers.To clarify the nature of L2 rising diphthong production and evaluate the effectiveness of novel training on these sounds, we conducted a production experiment with treatment groups (music, explicit instruction, and implicit instruction), a control group, and a native-speaker group. The first session included a pretest, training, and posttest, and the second (two weeks later) was a delayed posttest. Participants read words containing [je] and [we] for all tests. Music training involved chanting on a beat to force the diphthong into one syllable. Diphthongs were analyzed for several acoustic cues. Additionally, a perception experiment used extracted audio from the production task to see if changes in acoustic cues for diphthongs (i.e., speech-rate normalized duration and earliness of F2 transition) yielded more positive judgments. Native speakers rated pretest and delayed posttest words for comprehensibility and accentedness.Pretest results showed that L2 learners rarely differed from native speakers, except in conditions where L2 productions were more diphthong-like. Upon longitudinally comparing training effects, we found that musical training yielded the most phonetic change across all measurements. However, improvements in acoustic measurements were not associated with better ratings in the perception task. This study suggests musical training can be a resource in L2 courses, but implementation of any pronunciation instruction requires thorough evaluation of reported phonetic divergence.
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