Abstract
Recent work has called for increased investigation into methods used to explore second language (L2) speech perception (Flege 2021). The present study attends to this call, examining a common practice for developing listening prompts in the context of at-home administrations. Vowel perception studies have historically used fixed consonantal frames to determine how well participants can discriminate between target L2 vowels, and the present study compares the effects of employing a fixed consonant-vowel-consonant frame (h-vowel-d) with open (phonologically diverse) consonantal environments using real and nonce words. Thirty-eight Mandarin (n = 31) and English (n = 8) first language speakers participated in a listening experiment and a post-experiment question. Data were framed within Best and Tyler’s (2007) Perceptual Assimilation Model-L2. Internal consistency and proportion correct were calculated and a generalised linear mixed model design was used to investigate how well performance with h-vowel-d prompts predicts performance with the more diverse prompt types. Results suggest an inflation of scores for the fixed frame prompt and support the use of diverse words for listening prompt designs. Findings have implications for vowel perception researchers as well as computer (and mobile) assisted language learning developers wishing to inform their designs with relevant empirical evidence.
References
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Articles in the same Issue
- Frontmatter
- Research Articles
- Exploring open consonantal environments for at-home testing of vowel perception in advanced L2 speakers
- “Writing-to-learn”: the influence of task repetition on CSL writers’ attention to form
- Tourism, commodification of Dongba script and perceptions of the Naxi minority in the linguistic landscape of Lijiang: a diachronic perspective
- The early the better? Or, the more the merrier? The relative effects of onset age and exposure hours on EFL learners’ implicit and explicit grammatical attainment
- Stylistic alignment in natural conversation involving second language speakers
- Learner-internal and learner-external factors for boredom amongst Chinese university EFL students
- Epistemic positioning by science students and experts: a divide by applied and pure disciplines
- Sociocultural influence on engineering students’ collaborative design project: an Activity Theory perspective
- Interplay between language and identity: Chinese returnee scholars in the internationalisation of higher education
- The pedagogical remit of test preparation: the case of writing acquisition on an IELTS course
- Contributions of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge among Chinese EFL learners: a structural equation modeling analysis
- Syntactic variation and Pan-Hispanic awareness in teachers of Spanish as a second language
- Strategic competence, task complexity, and foreign language learners’ speaking performance: a hierarchical linear modelling approach
- Effects of working memory capacity and distance-based complexity on agreement processing: a crosslinguistic competition account
- Review Article
- Oral corrective feedback on lexical errors: a systematic review
Articles in the same Issue
- Frontmatter
- Research Articles
- Exploring open consonantal environments for at-home testing of vowel perception in advanced L2 speakers
- “Writing-to-learn”: the influence of task repetition on CSL writers’ attention to form
- Tourism, commodification of Dongba script and perceptions of the Naxi minority in the linguistic landscape of Lijiang: a diachronic perspective
- The early the better? Or, the more the merrier? The relative effects of onset age and exposure hours on EFL learners’ implicit and explicit grammatical attainment
- Stylistic alignment in natural conversation involving second language speakers
- Learner-internal and learner-external factors for boredom amongst Chinese university EFL students
- Epistemic positioning by science students and experts: a divide by applied and pure disciplines
- Sociocultural influence on engineering students’ collaborative design project: an Activity Theory perspective
- Interplay between language and identity: Chinese returnee scholars in the internationalisation of higher education
- The pedagogical remit of test preparation: the case of writing acquisition on an IELTS course
- Contributions of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge among Chinese EFL learners: a structural equation modeling analysis
- Syntactic variation and Pan-Hispanic awareness in teachers of Spanish as a second language
- Strategic competence, task complexity, and foreign language learners’ speaking performance: a hierarchical linear modelling approach
- Effects of working memory capacity and distance-based complexity on agreement processing: a crosslinguistic competition account
- Review Article
- Oral corrective feedback on lexical errors: a systematic review