Explicit versus non-explicit prosodic training in the learning of Spanish L2 stress contrasts by French listeners.
Different methods to acquire a language can contribute differently to learning success. In the present study we tested the success of L2 stress contrasts acquisition, when ab initio learners were taught or not about the theoretic nature of L2 stress contrasts. In two 4-hour perceptual training metho...
| Publicado en: | Journal of Second Language Studies Vol. 5; no. 2; pp. 266 - 307 |
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| Autores principales: | , |
| Formato: | Artículo |
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John Benjamins Publishing Co.
2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=159892535&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 159892535 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 25423835 LA6P jtl: Journal of Second Language Studies issn: 25423835 maglogo: N pubinfo: dt: 2022 vid: 5 iid: 2 pid: 11093 pub: John Benjamins Publishing Co. artinfo: ui: 159892535 10.1075/jsls.21017.sch ppf: 266 ppct: 41 formats: tig: atl: Explicit versus non-explicit prosodic training in the learning of Spanish L2 stress contrasts by French listeners. aug: au: Schwab, Sandra Dellwo, Volker affil: University of Zurich, 02crff812 Switzerland University of Fribourg, 022fs9h90 Switzerland su: Spanish language French language Prosodic analysis (Linguistics) Explicit instruction Learning sug: subj: Spanish language French language Prosodic analysis (Linguistics) Explicit instruction Learning keyword: explicit instructional treatment non-explicit perceptual prosodic training phonetic variability shape/word matching task stress 'deafness' ab: Different methods to acquire a language can contribute differently to learning success. In the present study we tested the success of L2 stress contrasts acquisition, when ab initio learners were taught or not about the theoretic nature of L2 stress contrasts. In two 4-hour perceptual training methods, French-speaking listeners received either (a) explicit instructions about Spanish stress patterns and perception activities commonly used in L2 pronunciation courses or (b) no explicit instructions and a unique perception activity, a shape/word matching task. Results showed that French-speaking listeners improved their ability to identify and discriminate stress contrasts in Spanish after training. However, there was no significant difference between explicit and non-explicit training nor was there an effect on stress processing under different phonetic variability conditions. This suggests that in L2 stress acquisition, non-explicit training may benefit ab initio learners as much as explicit instruction and activities used in L2 pronunciation courses. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2022 holdings: @attributes: islocal: N |
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