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Training L2 speech segmentation with word-spotting
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Abstract:
The segmentation of continuous speech is a difficult task for second language learners. Listeners develop language-specific strategies to find word boundaries, based on the phonological structure of their first language. Second language listeners apply the strategies appropriate for their L1 when listening to their L2, resulting in processing delays and inaccuracy. However, research shows that listeners can learn segmentation strategies appropriate for their L2 and suppress those of their L1. This study explored whether the segmentation skills appropriate for English could be trained implicitly using the word-spotting task. The performance of L2 listeners trained with the experimental method was compared to those who received established training methods: dictation (in Experiment One) and training in connected speech processes (in Experiments One to Five). Group results were compared using a test of listening comprehension (in Experiment One), dictation (in Experiment Three), both dictation and a test of reaction times in detecting newly taught vocabulary (in Experiment Four) and an artificial language learning (ALL) task (in Experiment Five). A listening cloze test was trialled in Experiment Two. The inter-group difference in improvement was insignificant in each experiment, but the group receiving word-spotting training displayed more improvement in most measures throughout the study. We conclude therefore that the implicit, computer-based word-spotting technique 1) matches dictation and teacher-led, metalinguistic training in connected-speech processes in affecting listening competence, 2) is a viable method of training L2 segmentation skills and 3) is worthy of further investigation with larger participant numbers.
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Keyword:
2015; English language; listening; listening comprehension; second language acquisition; speech perception; study and teaching; Thesis (Ph.D.)--University of Western Sydney
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URL: http://handle.uws.edu.au:8081/1959.7/uws:32572
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