Taking earplugs off: L2 phonological training and its effects on learners’ perception

Article Sidebar

PDF (Español (España))
Published: Sep 10, 2021
Updated: 2021-09-10
DOI: https://doi.org/10.20983/noesis.2013.3.7
Keywords:
L2 phonology EFL listening skills

Main Article Content

Deida Perea Irigoyen
Universidad Autónoma de Ciudad Juárez.
http://orcid.org/0000-0002-0712-4191
Sussan U. Roo y Sánchez
Universidad Autónoma de Ciudad Juárez
http://orcid.org/0000-0002-2146-3237
Alberto Escalera Narváez
Universidad Autónoma de Ciudad Juárez
http://orcid.org/0000-0002-1895-1694

Abstract

This study tests the effect that Second Language (L2) phonological training has on learners’ listening skills. Data was analyzed within an experimental framework quantitatively. 48 participants were considered: 18 as a control group, 30 as an experimental group. Participants were taking an intermediate English class at Centro de Lenguas at The Universidad Autónoma de Ciudad Juarez. Participants in the experimental group received a 72-hour period of L2 phonological training. Training included minimal pairs, articulation and intonation exercises. Participants took a pre and post listening comprehension test to training period. Results indicate that participants in the experimental group scored higher from pre to post listening test contrasting those in the control group. This serves as a base to include this training to L2 classes and measure its results on a larger sample of learners.

Downloads

Download data is not yet available.

Article Details

How to Cite
Perea Irigoyen, D., U. Roo y Sánchez, S., & Escalera Narváez, A. (2021). Taking earplugs off: L2 phonological training and its effects on learners’ perception. Noesis. Journal of Social Sciences and Humanities, 22(44), 180–211. https://doi.org/10.20983/noesis.2013.3.7
Issue
Vol. 22 No. 44 (2013)
Section
Section Varies
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Author Biographies

Deida Perea Irigoyen, Universidad Autónoma de Ciudad Juárez.

Docente adscrita al departamento de  Humanidades Campus Cuauhtémoc/ ICSA-UACJ.

 

Sussan U. Roo y Sánchez, Universidad Autónoma de Ciudad Juárez

Docente adscrita al Programa de Lic. en Pedagogía del Inglés, Depto. de Humanidades, Ciudad Universitaria, ICSA-UACJ

Alberto Escalera Narváez, Universidad Autónoma de Ciudad Juárez

Docente adscrito al departamento de  Humanidades de ICSA/UACJ

References

Archibald, J. (1998). “Ch 49: Teaching Implications of L2 Phonology Research”. Studies Second Language Acquisition. Vol. 20. pp. 189-211.

Archibald, J. (2005). “Second Language Phonology as redeployment of L1 Phonological Knowledge”. Canadian Journal of Linguistics. Vol. 50. pp. 285-314.

Archibald, J. (2007). “Ch.49: Second Language Phonology, Phonetics and Typology”. International Handbook of English Language Teaching. Vol. 15. pp. 811-825.

Callan, D.E., Jones, J.A., Callan, A.M. &Akahane-Yamada, R. (2004). “Phonetic perceptual identification by native and second-language speakers differentially activates brain regions involved with acoustic phonetic processing and those involved with articulatory-auditory/ orosensory internal models”. NeuroImage. Vol. 22. pp. 1182-1194. www.elsevier.com/locate/ynifng.

Escudero, P. (2006). The phonological and phonetic development of new vowel contrasts in Spanish learners of English. English with a Latin Beat: Studies in Portuguese/Spanish-English Interphonology. John Benjamins: USA. pp. 41-55.

Francis, A. L. & Nusbaum, H.C. (2002). “Selective Attention and the Acquisition of New Phonetic Categories”. Journal of Experimental Psychology on Perception and Performance. Vol. 28. 349-366.

Hayes-Harb, R. (2007). “Lexical and statistical evidence in the acquisition of second language phonemes”. Second Language Research. Vol. 23. pp. 65-94.

Iverson, P., Kuhl, P., Akahane-Yamada, R., Diesch, E., Tohkura, Y., Kettermann, A. & Sierbert, C. (2003). “A perceptual interference account of acquisition difficulties for non-native phonemes”. Cognition. Vol. 87. pp. B47-B57. www.elsevier.com/locate/cognit.

Major, R.C. (1998). “Interlanguage phonetics and phonology: an introduction”. Studies in Second Language Acquisition. Vol. 20. pp. 131-137.

Golestani, N., Molko, N., Dehaene, S., LeBihan, D., & Pallier, C. (2006). “Brain Structure Predicts the Learning of Foreign Speech Sounds”. Cerebral Cortex. Vol. 17. pp. 575-582.

Mora-Fonseca, C. (2000). “Foreign Language Acquisition and Melody Singing”. ELT Journal. Vol 54. pp. 146-152.

Trofimovich, P., & Gatbonton, E. (2006). “Repetition and Focus on Form in Processing L2 Spanish Words: Implications for Pronunciation Instruction”. The Modern Language Journal. Vol. 90. pp. 519-535.

Trofimovich, P., Gatbonton, E., Segalowitz, N. (2007). “A dynamic look at L2 phonological learning: Seeking Processing Explanations for Implicational”. Phenomena. Vol. 407-448.

Woore, R. (2007) “Weisse Maus in meinem Haus: using poems and learner strategies to help learners decode the sounds of the L2”. Language Learning Journal. Vol. 35. pp. 175-188 http://dx.doi. org/10.1080/09571730701599211.