Domain-general auditory processing as a conceptual and measurement framework for second language speech learning aptitude: A test-retest reliability study

Abstract

This article proposes a conceptual and measurement framework for postpubertal, L2 speech learning aptitude that is centered around domain-general auditory processing (i.e., representing spectral and temporal characteristics of sounds). To this end, we examine the construct and reliability of a battery of auditory processing tests by presenting the results of an empirical study wherein 100 participants took the tests twice. The findings showed (a) that the tasks tapped into multiple dimensions of auditory processing ability (e.g., perceptual acuity, audio-motor integration); and (b) that test-retest reliability ranged from “fair” to “excellent” (ICC (2,2) = .4–.8). Last, we introduce an offline version of the tests (deposited at L2 Speech Tools for Researchers & Teachers; http://sla-speech-tools.com/), provide a brief user manual, and invite researchers to use these tests to examine the role of auditory processing in various aspects of L2 speech learning (naturalistic vs. classroom, perception- vs. production-based practice).

How Does Having a Good Ear Promote Instructed Second Language Pronunciation Development? Roles of Domain‐General Auditory Processing in Choral Repetition Training

“…According to the recent test‐retest reliability study (Saito & Tierney, forthcoming), the inter‐class correlations (ICC) could be considered as good for acuity [ICC (2,2) =.625] and excellent for integration [ICC (2,2) =.843] especially when all the sub‐test scores were averaged across (formant, pitch & duration for acuity; rhythm & melody for integration).…”

“…Evidence collected to date suggests that more advanced L2 learners have greater levels of phonological awareness (Venkatagiri & Levis, 2007), phonemic coding ability (He et al., 2013), and working memory capacity (Darcy, Park, & Yang, 2015). In the current investigation, we would like to introduce domain‐general auditory processing as a potential determinant of language learning that may be germane to adult L2 speech learning (Saito & Tierney, forthcoming). Then, we hypothesize that those with more precise and more robust auditory processing abilities will benefit more from shadowing training.…”

“…Building on the L1 acquisition literature, some scholars have suggested that auditory processing may play a significant role in adult L2 speech learning as well (Kachlicka et al., 2019; Mueller et al., 2012; Saito & Tierney, forthcoming). Unlike L1 acquisition, which is free of the influence of prior language learning experience, adult L2 learners filter input through their L1 acoustic representations.…”

“…Audio‐motor integration relates to one’s ability to link auditory input with motor action. This ability has been measured via reproduction tasks where participants replicate sets of melodic and rhythmic sequences (for comprehensive overviews of the auditory precision hypothesis – L2, see Saito, Suzukida, et al., 2021; Saito & Tierney, forthcoming).…”

“…On a broader level, this perceptual ability, collectively termed as domain‐general auditory processing, comprises two different constructs—(a) the extent to which they can hear very subtle acoustic details of sounds (i.e., auditory acuity) and (b) how well they can convert perceived information into motor action (i.e., audio‐motor integration). An emerging paradigm in the field of second language (L2) acquisition suggests that these differences in auditory processing can modulate adult language learning trajectories: individuals with more precise auditory processing abilities may be better able to utilize every input opportunity, resulting in greater gains in the long run (i.e., the auditory precision hypothesis; Mueller, Friederici, & Männel, 2012; Kachlicka, Saito, & Tierney, 2019; for a comprehensive overview, see Saito & Tierney, forthcoming).…”