Domain‐General Auditory Processing Partially Explains Second Language Speech Learning in Classroom Settings: A Review and Generalization Study

Abstract

To date, a growing number of studies have shown that domain‐general auditory processing, which prior work has linked to L1 acquisition, could explain various dimensions of naturalistic L2 speech proficiency. The current study examined the generalizability of this topic to L2 speech learning in classroom settings. The spontaneous speech samples of 39 Vietnamese English‐as‐a‐foreign‐language learners were analyzed for fluent and accurate use of pronunciation and lexicogrammar and linked to a range of variables in their auditory processing profiles. The results identified moderate‐to‐strong correlations between the participants’ accurate use of lexicogrammar and audio‐motor sequence integration scores (i.e., the ability to reproduce melodic/rhythmic information). However, the relationship between phonological proficiency and auditory acuity (i.e., the ability to encode acoustic details of sounds) was nonsignificant. Although the findings support the audition‐acquisition link to classroom L2 speech learning to some degree, they only suggest that this link is robust for the acquisition of lexicogrammar information.

Roles of domain-general auditory processing in spoken second-language vocabulary attainment in adulthood

“…Interestingly, the relationship between auditory processing and acquisition tends to be stronger when L2 learners have engaged in a sufficient amount of immersion experience (e.g., > 1 year: Saito, Sun, Kachlicka, Alayo, Nakata, & Tierney, 2020), and when the analyses focus on the relatively difficult aspects of L2 speech learning (e.g., phonological accuracy rather than fluency; Saito et al, in press-a). In contrast, the predictive power of auditory processing may be smaller when learners lack opportunities to be exposed to extensive, interactive and varied aural input (Saito, Tran, Suzukida, & Tierney, 2021 for classroom L2 learners).…”

“…This is arguably due to perceptual-cognitive individual differences (i.e., aptitude) that in turn determine the extent to which L2 learners can take advantage of every input opportunity, maximizing the long-term learning gains. Following this line of thought, a growing number of scholars have begun to demonstrate that domain-general auditory processing, which cognitive psychology literature has identified as a foundation of first-language (L1) acquisition, can explain some variances in phonological dimensions of L2 speech learning (Kachlicka et al, 2019;Omote et al, 2017; for a comprehensive review, Saito et al, 2021). In this paper, we report the results of an empirical study examining the extent to which the link between auditory precision and acquisition can be generalized to adult L2 learners' processing and acquisition of higher-order linguistic information, that is, the appropriate use of diverse, rich, and abstract vocabulary during spontaneous speech in the context of 100 Polish-English bilinguals with varied age and experience backgrounds in the UK.…”

Impacto da educação musical na percepção musical de músicos profissionais, amadores e não músicos

“…Auditory processing is the ability to accurately represent and remember characteristics of sounds, such as rhythm, that are also present in the speech process through temporal processing. Just as in speech, musical rhythm has shorter and longer sounds, phonation time, and pauses between words; in prosody, we can identify strong sounds from weak sounds (Saito, et al, 2021). This process is most likely why in the group of non-musicians studied here, there is a significant correlation between the rhythmic subtest for a group of more than one spoken language.…”

Successful second language pronunciation learning is linked to domain-general auditory processing rather than music aptitude

“…According to our data, it is possible that individuals with more precise auditory processing likely make the most of every input and output opportunity, as they can better decode, memorize and integrate acoustic information for L2 phonological learning. In the long run, individual differences in auditory processing may predict the extent to which L2 learners can enhance their L2 pronunciation proficiency (for a comprehensive overview on the relationship auditory perception, experience, and acquisition, see Saito et al, 2020e).…”