Computer-based training for learning English vowel contrasts

Wang, Xinchun; Munro, Murray J.

doi:10.1016/j.system.2004.09.011

Cited by 127 publications

(102 citation statements)

References 17 publications

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“…The discrimination of the L2 English contrast [i−I] resulted in greater error rate and longer response latencies than that of the L1 Mandarin [i−y], consistent with previous findings with Chinese learners of English (Bohn 1995;Wang and Munro 2004), suggesting that the new L2 vowel [I] was likely assimilated with its similar counterpart [i] (Best 1995;Flege 1995).…”

Section: Linguistic Processingsupporting

confidence: 87%

Mathematical and Linguistic Processing Differs Between Native and Second Languages: An fMRI Study

Wang

Lin

Kuhl

et al. 2007

Brain Imaging and Behavior

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This study investigates the neuro-mechanisms underlying mathematical processing in native (L1) and nonnative (L2) languages. Using functional magnetic resonance imaging (fMRI), Mandarin Chinese learners of English were imaged while performing calculations, parity judgments and linguistic tasks in their L1 (Chinese) and L2 (English). Results show that compared to L1, (1) calculation in L2 involves additional neural activation, especially in the left hemisphere, including the inferior frontal gyrus (Broca's area); (2) parity judgment engages similar regions for both languages, and (3) phonetic discrimination in L2 does not involve the perisylvian language (Broca's and Wernicke's) areas. These findings indicate that, calculation in L2, but not parity, can be processed through the L1 system, suggesting that the interaction between language and mathematics involves a specific neurocircuitry when associated with L2.

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Section: Linguistic Processingsupporting

confidence: 87%

Mathematical and Linguistic Processing Differs Between Native and Second Languages: An fMRI Study

Wang

Lin

Kuhl

et al. 2007

Brain Imaging and Behavior

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“…According to Handley and Hamel (2005), most of the literature on the use of speech synthesis in CALL focuses on the technical aspects of TTS systems. Many research projects investigating perception training (Jamieson and Morosan 1986;Wang and Munro 2004) use synthetic sounds in training stimuli while they focus the training on specific sound discrimination. There is no research studying whether foreign language learners can accept the synthetic voices and how they perceive and comprehend them.…”

Section: Background Of the Studymentioning

confidence: 99%

Synthetic speech in foreign language learning: an evaluation by learners

Kang

Katoh

Treviranus

et al. 2008

Int J Speech Technol

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Can synthetic speech be utilized in foreign language learning as natural speech? In this paper, we evaluated synthetic speech from the viewpoint of learners in order to find out an answer. The results pointed out that learners do not recognize remarkable differences between synthetic voices and natural voices for the words with short vowels and long vowels when they try to understand the meanings of the sounds. The data explicates that synthetic voice utterances of sentences are easier to understand and more acceptable by learners compared to synthetic voice utterances of words. In addition, the ratings on both synthetic voices and natural voices strongly depend upon the learners' listening comprehension abilities. We conclude that some synthetic speech with specific pronunciations of vowels may be suitable for listening materials and suggest that evaluating TTS systems by comparing synthetic speech with natural speech and building a lexical database of synthetic speech that closely approximates natural speech will be helpful for teachers to readily use many existing CALL tools.

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“…Some researchers (e.g., Wang & Munro, 2004) appeal for studies in computer-based training of a wider range of vowel contrasts. Hişmanoğlu (2010) recommends that prospective studies on online pronunciation pedagogy and materials should focus on training teachers on the use of online materials and whether to use a particular material in an online or traditional form, appropriate online materials for various proficiency levels.…”

Section: Future Trends For Instruction and Researchmentioning

confidence: 99%

A Discussion of the Ins and Outs of L2 Pronunciation Instruction: A Clash of Methodologies

Bakla

Demirezen²

2018

Ana Dili Eğitimi Dergisi

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The value attached to pronunciation has kept changing continually in the methodological history of language instruction. Depending on the nature of methodological considerations that dominated research and teaching agenda, it either received too much attention or was marginalized. This study sets out to provide a comprehensive overview of pronunciation instruction from the 1950s to the present day, with a particular reference to popular bipolar debates that characterized this methodologically fluctuating period. Moreover, it attempts to examine the general outlook on pronunciation and summarize major issues concerning what components of pronunciation to include in the syllabus and how to teach it. The study also discusses the role of computers and technology in pronunciation instruction by incorporating data from empirical studies. Although some of the debates have been inconclusive up until today, the intellectual effort put in the process seems to have proved fruitful in providing some guidelines for dealing with the challenging task of improving learners' pronunciation. Keywords:Computer-assisted pronunciation teaching (CAPT), segmental/suprasegmental phonology, accuracy, intelligibility, nativeness, teacher education İkinci Dilde Sesletim Öğretiminin Özüne Dair Bir Tartışma: Metodolojilerin Çatışması ÖzDil eğitiminin metodolojik tarihinde sesletime verilen önem farklılık gösteregelmiştir. Araştırma ve öğretime dair gündemin baskın olan ideolojilerin ve metodolojik değerlendirmelerin doğasına bağlı olarak, sesletim ya çok fazla ilgi görmüş ya da bir kenara itilmiştir. Bu çalışma özellikle metodolojik anlamda dalgalı bir dönemi simgeleyen iki kutuplu popüler tartışmaların çerçevesinde, 1950'lerden günümüze sesletim eğitimine ayrıntılı bir bakış ortaya koymayı hedeflemiştir. Bunun yanında sesletime genel bakışı incelemeye ve müfredata dahil edilecek sesletim unsurlarına ve sesletimin nasıl öğretilmesi gerektiğine dair temel konuları özetlemeye çalışmıştır. Çalışma aynı zamanda ampirik araştırmalardan elde edilmiş veriler vasıtasıyla bilgisayar ve teknolojinin sesletim eğitimindeki yerini ele almaktadır. Sesletime dair tartışmalardan bazıları bu güne kadar bir sonuca ulaşamamış olsa da bu süreçte ortaya konulan zihinsel çaba; zorlu bir iş olan öğrencilerin sesletimlerini geliştirme işinin nasıl ele alınması gerektiğine dair bazı ilkeler ortaya koymada semeresini vermiştir.Anahtar Kelimeler: Bilgisayar destekli sesletim eğitimi (BDSE), parçacıl/parçaüstü fonoloji, doğruluk, anlaşılırlık, yerlilik, öğretmen eğitimi

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Computer-based training for learning English vowel contrasts

Cited by 127 publications

References 17 publications

Mathematical and Linguistic Processing Differs Between Native and Second Languages: An fMRI Study

Mathematical and Linguistic Processing Differs Between Native and Second Languages: An fMRI Study

Synthetic speech in foreign language learning: an evaluation by learners

A Discussion of the Ins and Outs of L2 Pronunciation Instruction: A Clash of Methodologies

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