In this study, EFL learners who listened to four short context-rich audio files each delivered in an unfamiliar English accent were required to produce best-attempt transcriptions and accent imitation recordings. Results indicate that exposure alone does not suffice to eliminate accent impact on EFL listeners. Importantly, results from one-way ANOVA analyses reveal between-participants differences in residual accent impact, vocabulary knowledge, and quality of accent imitation. Results from a linear mixed-effects model analysis, while suggesting that other unidentified factors may also assist EFL listeners in processing unfamiliar accented English, demonstrate that the more able mimics cope more successfully with unfamiliar accents than the less able mimics. Counter-intuitively, vocabulary knowledge is rejected as a predictor for success in reducing accent impact. A logical explanation for this particular finding is that a larger vocabulary repertoire aids listeners where there is no interference from unfamiliar accents. Given these findings, to better prepare EFL listeners for the English-as-an-International-Language world, training should include both listening to a variety of native and non-native accents and performing accent imitation (reproduction) exercises to further expand listeners' phonological-phonetic flexibility.
English orthographic learning, among Chinese-L1 children who were beginning to learn English as a foreign language, was documented when: (1) only visual memory was at their disposal, (2) visual memory and either some letter-sound knowledge or some semantic information was available, and (3) visual memory, some letter-sound knowledge and some semantic information were all available. When only visual memory was available, orthographic learning (measured via an orthographic choice test) was meagre. Orthographic learning was significant when either semantic information or letter-sound knowledge supplemented visual memory, with letter-sound knowledge generating greater significance. Although the results suggest that letter-sound knowledge plays a more important role than semantic information, letter-sound knowledge alone does not suffice to achieve perfect orthographic learning, as orthographic learning was greatest when letter-sound knowledge and semantic information were both available. The present findings are congruent with a view that the orthography of a foreign language drives its orthographic learning more than L1 orthographic learning experience, thus extending Share's (Cognition 55:151-218, 1995) self-teaching hypothesis to include non-alphabetic L1 children's orthographic learning of an alphabetic foreign language. The little letter-sound knowledge development observed in the experiment-I control group indicates that very little letter-sound knowledge develops in the absence of dedicated letter-sound training. Given the important role of letter-sound knowledge in English orthographic learning, dedicated letter-sound instruction is highly recommended.
Despite that converging evidence has led to the mandate of phonics instruction in primary education in the UK, U.S. and EFL (English as a Foreign Language) China and Taiwan, teachers across the board (native or EFL, experienced or novice alike) have been found to lack the knowledge required for delivering high-quality synthetic phonics. While reforms to improve current practices are underway, it is vital that teachers are supported with well-designed educational technology (e.g., interactive synthetic phonics software) to maintain teaching standards and boost learning outcomes. Although well-designed interactive synthetic phonics software is available, it is not suitable for Chinese L1 EFL teachers and pupils. The current article introduces Easy Phonics (interactive synthetic phonics software designed specifically for Chinese L1 EFL teachers and pupils), presents preliminary findings using the software in classroom teaching, and confirms its potential to assist ‘phonics-untrained’ teachers in maintaining teaching standards and boosting learning outcomes. The current article, while supporting the use of educational technology in phonics teaching, does not suggest that educational technology can ‘replace’ teachers in phonics instruction.
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