Successful second language learning is tied to robust domain-general auditory processing and stable neural representation of sound

Abstract

There is a great deal of individual variability in outcome in second language learning, the sources of which are still poorly understood. We hypothesized that individual differences in auditory processing may account for some variability in second language learning. We tested this hypothesis by examining psychoacoustic thresholds, auditory-motor temporal integration, and auditory neural encoding in adult native Polish speakers living in the UK. We found that precise English vowel perception and accurate English grammatical judgment were linked to lower psychoacoustic thresholds, better auditory-motor integration, and more consistent frequency-following responses to sound. Psychoacoustic thresholds and neural sound encoding explained independent variance in vowel perception, suggesting that they are dissociable indexes of sound processing. These results suggest that individual differences in second language acquisition success stem at least in part from domain-general difficulties with auditory perception, and that auditory training could help facilitate language learning in some individuals with specific auditory impairments.

Domain-general auditory processing determines success in second language pronunciation learning in adulthood: A longitudinal study

“…As for formant discrimination, for example, some could perceive very subtle differences when F2 shifted to a very small degree (e.g., 7 Hz), but the formant acuity of others could be much less sensitive (e.g., 117 Hz). As observed in our precursor research (e.g., Kachlicka et al, 2019;Saito, Kachlicka, et al, 2020), the results of Kolmogorov-Smirnov tests found the pitch and duration discrimination scores to be positively skewed (p < .001, p = .041).…”

“…To our knowledge, little empirical investigation has been conducted on the relationship between explicit and implicit auditory processing. In the context of postpubertal L2 speech learning, however, Diaz, Mitterer, Broersma, Escera, and Sebastian-Galles (2016) have provided preliminary evidence that behavioral and neurophysiological measures seem to tap into two different constructs of perceptual acuity, and that they can explain independent variance in postpubertal L2 pronunciation learning (see Kachlicka et al, 2019;Saito, Sun, & Tierney, 2019;Sun et al, in press).…”

“…In light of the existing literature on auditory individual differences in L1 acquisition, audition abilities were operationalized as one's sensitivity to perceptual differences in formant frequency, pitch, and duration (e.g., McArthur & Bishop, 2005). Adopting the procedure/materials established in our precursor research (e.g., Kachlicka et al, 2019), participants took three different types of auditory processing tests: formant, pitch, and duration discrimination. The participants took the tests in the following order: formant discrimination, pitch discrimination, and duration discrimination.…”

Domain-General Auditory Processing Explains Multiple Dimensions of L2 Acquisition in Adulthood

“…To test the role of auditory processing in L2 acquisition, our precursor work (Kachlicka, Saito, & Tierney, 2019) took an exploratory approach, investigating 40 Polish residents' auditory processing ability (temporal, spectral), diverse immersion profiles (LOR = 1-5 years), and L2 English proficiency (segmental perception, grammaticality judgements).…”

Brief Report: Test-Retest Reliability of Explicit Auditory Processing Measures

“…In our research projects involving 300+ second language (L2) English users with a range of L1 backgrounds (Chinese, Japanese, Polish, Spanish) in various contexts (immersion, classroom), auditory acuity scores have been found to account for a medium-to-large amount of variance in L2 comprehension skills (vowel perception, grammaticality judgements) (e.g., Kachlicka, Saito, & Tierney, 2019) and L2 production skills (segmental, suprasegmental, lexical, collocational, and morphosyntactic accuracy) (e.g., Saito, Kachlicka, Sun, & Tierney, 2020;Saito, Macmillan, Kroger, Magne, Takizawa, Kachlicka, & Tierney, forthcoming). Similarly, auditory integration scores have shown significant associations with L2 vowel and prosodic perception proficiency (e.g., Sun, Saito, & Tierney, forthcoming) and L2 phonological and lexicogrammar production proficiency (e.g., Saito, Tran, Suzukida, & Tierney, forthcoming).…”