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The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings

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Zeitschriftentitel: Applied Psycholinguistics
Personen und Körperschaften: SAITO, KAZUYA
In: Applied Psycholinguistics, 40, 2019, 1, S. 183-204
Medientyp: E-Article
Sprache: Englisch
veröffentlicht:
Cambridge University Press (CUP)
Schlagwörter:
author_facet SAITO, KAZUYA
SAITO, KAZUYA
author SAITO, KAZUYA
spellingShingle SAITO, KAZUYA
Applied Psycholinguistics
The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings
General Psychology
Linguistics and Language
Language and Linguistics
Experimental and Cognitive Psychology
author_sort saito, kazuya
spelling SAITO, KAZUYA 0142-7164 1469-1817 Cambridge University Press (CUP) General Psychology Linguistics and Language Language and Linguistics Experimental and Cognitive Psychology http://dx.doi.org/10.1017/s0142716418000528 <jats:title>Abstract</jats:title><jats:p>Building on the extensive work conceptualizing, developing, and validating foreign language aptitude for successful second language acquisition (e.g., Skehan, 2015, in<jats:italic>Applied Linguistics</jats:italic>), the current project expounded the cognitive abilities relevant and instrumental to adult Japanese classroom learners’ pronunciation attainment of English /ɹ/. The speech production of 50 Japanese participants was elicited, acoustically analyzed, and linked to different aspects of their aptitude profiles (phonemic coding, associative memory, and sequence recognition). Whereas those with higher phonemic coding demonstrated better performance in a relatively easy dimension of English /ɹ/ pronunciation (lower F2 for tongue retraction), those with greater associative memory demonstrated more advanced performance in the relatively difficult dimensions of English /ɹ/ pronunciation (longer transition duration for phonemic length; lower F3 for labial/alveolar/pharyngeal constrictions). The role of incidental learning aptitude (i.e., sequence recognition) remained unclear. The findings here indicate that explicit aptitude related to phonological analysis and memory may play a key role in predicting the incidence of advanced second language segmental proficiency attainment in classroom settings.</jats:p> The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings Applied Psycholinguistics
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title The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings
title_unstemmed The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings
title_full The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings
title_fullStr The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings
title_full_unstemmed The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings
title_short The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings
title_sort the role of aptitude in second language segmental learning: the case of japanese learners’ english pronunciation attainment in classroom settings
topic General Psychology
Linguistics and Language
Language and Linguistics
Experimental and Cognitive Psychology
url http://dx.doi.org/10.1017/s0142716418000528
publishDate 2019
physical 183-204
description <jats:title>Abstract</jats:title><jats:p>Building on the extensive work conceptualizing, developing, and validating foreign language aptitude for successful second language acquisition (e.g., Skehan, 2015, in<jats:italic>Applied Linguistics</jats:italic>), the current project expounded the cognitive abilities relevant and instrumental to adult Japanese classroom learners’ pronunciation attainment of English /ɹ/. The speech production of 50 Japanese participants was elicited, acoustically analyzed, and linked to different aspects of their aptitude profiles (phonemic coding, associative memory, and sequence recognition). Whereas those with higher phonemic coding demonstrated better performance in a relatively easy dimension of English /ɹ/ pronunciation (lower F2 for tongue retraction), those with greater associative memory demonstrated more advanced performance in the relatively difficult dimensions of English /ɹ/ pronunciation (longer transition duration for phonemic length; lower F3 for labial/alveolar/pharyngeal constrictions). The role of incidental learning aptitude (i.e., sequence recognition) remained unclear. The findings here indicate that explicit aptitude related to phonological analysis and memory may play a key role in predicting the incidence of advanced second language segmental proficiency attainment in classroom settings.</jats:p>
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description <jats:title>Abstract</jats:title><jats:p>Building on the extensive work conceptualizing, developing, and validating foreign language aptitude for successful second language acquisition (e.g., Skehan, 2015, in<jats:italic>Applied Linguistics</jats:italic>), the current project expounded the cognitive abilities relevant and instrumental to adult Japanese classroom learners’ pronunciation attainment of English /ɹ/. The speech production of 50 Japanese participants was elicited, acoustically analyzed, and linked to different aspects of their aptitude profiles (phonemic coding, associative memory, and sequence recognition). Whereas those with higher phonemic coding demonstrated better performance in a relatively easy dimension of English /ɹ/ pronunciation (lower F2 for tongue retraction), those with greater associative memory demonstrated more advanced performance in the relatively difficult dimensions of English /ɹ/ pronunciation (longer transition duration for phonemic length; lower F3 for labial/alveolar/pharyngeal constrictions). The role of incidental learning aptitude (i.e., sequence recognition) remained unclear. The findings here indicate that explicit aptitude related to phonological analysis and memory may play a key role in predicting the incidence of advanced second language segmental proficiency attainment in classroom settings.</jats:p>
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spelling SAITO, KAZUYA 0142-7164 1469-1817 Cambridge University Press (CUP) General Psychology Linguistics and Language Language and Linguistics Experimental and Cognitive Psychology http://dx.doi.org/10.1017/s0142716418000528 <jats:title>Abstract</jats:title><jats:p>Building on the extensive work conceptualizing, developing, and validating foreign language aptitude for successful second language acquisition (e.g., Skehan, 2015, in<jats:italic>Applied Linguistics</jats:italic>), the current project expounded the cognitive abilities relevant and instrumental to adult Japanese classroom learners’ pronunciation attainment of English /ɹ/. The speech production of 50 Japanese participants was elicited, acoustically analyzed, and linked to different aspects of their aptitude profiles (phonemic coding, associative memory, and sequence recognition). Whereas those with higher phonemic coding demonstrated better performance in a relatively easy dimension of English /ɹ/ pronunciation (lower F2 for tongue retraction), those with greater associative memory demonstrated more advanced performance in the relatively difficult dimensions of English /ɹ/ pronunciation (longer transition duration for phonemic length; lower F3 for labial/alveolar/pharyngeal constrictions). The role of incidental learning aptitude (i.e., sequence recognition) remained unclear. The findings here indicate that explicit aptitude related to phonological analysis and memory may play a key role in predicting the incidence of advanced second language segmental proficiency attainment in classroom settings.</jats:p> The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings Applied Psycholinguistics
spellingShingle SAITO, KAZUYA, Applied Psycholinguistics, The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings, General Psychology, Linguistics and Language, Language and Linguistics, Experimental and Cognitive Psychology
title The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings
title_full The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings
title_fullStr The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings
title_full_unstemmed The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings
title_short The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings
title_sort the role of aptitude in second language segmental learning: the case of japanese learners’ english pronunciation attainment in classroom settings
title_unstemmed The role of aptitude in second language segmental learning: The case of Japanese learners’ English /ɹ/ pronunciation attainment in classroom settings
topic General Psychology, Linguistics and Language, Language and Linguistics, Experimental and Cognitive Psychology
url http://dx.doi.org/10.1017/s0142716418000528