The effect of teaching English phonotactics on the lexical segmentation of English as a foreign language

Aljasser, Faisal

doi:10.1016/j.system.2007.12.002

Cited by 27 publications

(16 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Since there was no significant interaction between coda cues and language group and cloze test scores did not significantly influence the use of coda cues, it appears that nonnative listeners could quickly develop sensitivity to phonotactic probability in the nonnative language irrespective of their L2 competence. Previous research (e.g., Weber & Cutler, 2006;Al-jasser, 2008) has shown similar results with L2 learners of English with Arabic or German. The current study extended these results to English learners with a non-Indo-European L1 background.…”

Section: Discussionsupporting

confidence: 72%

“…The findings suggest that advanced L2 learners can exploit phonotactic constraints specific to L2 in nonnative segmentation. Similar results have been replicated with native Arabic L2 learners of English (Al-jasser, 2008). Arabic L2 learners were divided into control and experimental groups in which the experimental group received additional training in English phonotactics for eight weeks.…”

Section: The Use Of Phonotactic Cues In the Segmentation Of Nonnativementioning

confidence: 66%

See 1 more Smart Citation

The use of lexical and sublexical cues in speech segmentation by second language learners of English

Lin

Wang

2018

JSLS

View full text Add to dashboard Cite

This study examined the use of lexical and sublexical cues in speech segmentation by Mandarin L2 learners of English, focusing on two types of lexical cue, lexical knowledge and semantic relatedness, and three coda (sublexical) cues, /n, s, ŋ/ due to their varying phonotactic probabilities in Mandarin and English. Thirty-five native English speakers and 30 L2 learners participated in two experiments. Experiment 1 showed that learners were able to use lexicality as a cue to segment L2 speech. The lexicality effect significantly interacted with L2 proficiency. Experiment 2 showed that learners did not use semantic cues to the same extent as native listeners did. All participants experienced more difficulty with word boundary identification preceded by /s/. This difficulty may stem from weak allophonic cues of /s/ in English. L2 learners with better proficiency may be better at recognizing familiar words from continuous speech, thus more efficiently utilizing the lexicality cue.

show abstract

Section: Discussionsupporting

confidence: 72%

Section: The Use Of Phonotactic Cues In the Segmentation Of Nonnativementioning

confidence: 66%

The use of lexical and sublexical cues in speech segmentation by second language learners of English

Lin

Wang

2018

JSLS

View full text Add to dashboard Cite

show abstract

“…Recently, pedagogic literature on L2 listening has begun to promote BU activities that explicitly and directly focus learner attention on the phonological properties and segmentation of the speech stream (e.g., Al-Jasser, 2008;Siegel & Siegel, 2013;Field, 2008a;Vandergrift & Goh, 2012). However, recent studies of L2 listening instruction have revealed that many teachers rarely incorporate BU processing in their listening lessons (e.g., Graham, Santos, & Francis-Brophy, 2014;Siegel, 2014).…”

Section: Pedagogic Suggestionsmentioning

confidence: 99%

“…Pedagogic techniques for the classroom include focusing on phoneme perception by accounting for aspects such as segmental and suprasegmental features, intonation patterns and phonetic clustering (e.g., Al-Jasser, 2008;Yeldham & Gruba, 2014). Also recommended are activities that target segmenting the speech stream into chunks, recognizing where words begin and end, and building up lexical predictions based on the previous words in an utterance (e.g., Field, 2008a).…”

Section: Pedagogic Suggestionsmentioning

confidence: 99%

Getting to the bottom of L2 listening instruction: Making a case for bottom-up activities

Siegel

2015

SSLLT

View full text Add to dashboard Cite

This paper argues for the incorporation of bottom-up activities for English as a foreign language (EFL) listening. It discusses theoretical concepts and pedagogic options for addressing bottom-up aural processing in the EFL classroom as well as how and why teachers may wish to include such activities in lessons. This discussion is augmented by a small-scale classroom-based research project that investigated six activities targeting learners' bottom-up listening abilities. Learners studying at the lower-intermediate level of a compulsory EFL university course were divided into a treatment group (n = 21) and a contrast group (n = 32). Each group listened to the same audio material and completed listening activities from an assigned textbook. The treatment group also engaged in a set of six bottom-up listening activities using the same material. This quasi-experimental study used dictation and listening proficiency tests before and after the course. Between-group comparisons of t-test results of dictation and listening proficiency tests indicated that improvements for the treatment group were probably due to the BU intervention. In addition, results from a posttreatment survey suggested that learners value explicit bottom-up listening instruction.

show abstract

“…A range of practical teaching techniques have been proposed to develop lower-level processing efficiency in L2 listening, including focused analysis of the target script (Goh, 2002), the word-spotting task (Al-Jasser, 2008), dictation (e.g., Kiany & Shiramiry, 2002), dictogloss (e.g., Wilson, 2003), exposure to "i-1" level passage accompanying the script of the materials (Hulstijn, 2001), and various other remedial exercises. However, most of these techniques are intended to work only with repeated exposure to aural text, sometimes with varied speed control, and ultimately they mainly aim to provide learners with opportunities to "accumulate and categorize acoustic, phonemic, syllabic, morphological and lexical information" (Hulstijn, 2003: p. 422).…”

Section: L2 Listening Pedagogymentioning

confidence: 99%

Reading Aloud Performance and Listening Ability in an L2: The Case of College-Level Japanese EFL Users

Kato

Tanaka²

2015

OJML

View full text Add to dashboard Cite

Recent advance in neuropsychology has evidenced a facilitative role of sensorimotor activity for the development in L2 speech perception. The study attempted to examine the relationship between reading aloud (RA) performance, grammatical knowledge and listening ability with 31 college-level Japanese EFL users. The result demonstrated highly significant correlations between all the variables, and the subsequent multiple regression analysis also indicated RA significantly accounting for listening. Supplementary analyses dividing the participants by listening ability demonstrated that while significant correlation was maintained between L2 knowledge and listening with less-proficient listeners, it disappeared with proficient listeners; in contrast, significant correlation between RA and listening performance was maintained in both groups, indicating that production accuracy/fluency still played an important role in advanced L2 listening.

show abstract

The effect of teaching English phonotactics on the lexical segmentation of English as a foreign language

Cited by 27 publications

References 19 publications

The use of lexical and sublexical cues in speech segmentation by second language learners of English

The use of lexical and sublexical cues in speech segmentation by second language learners of English

Getting to the bottom of L2 listening instruction: Making a case for bottom-up activities

Reading Aloud Performance and Listening Ability in an L2: The Case of College-Level Japanese EFL Users

Contact Info

Product

Resources

About