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Claire SARAZIN (Réalisation), Université Toulouse-Jean Jaurès-campus Mirail (Production), SCPAM / Université Toulouse-Jean Jaurès-campus Mirail (Publication)
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Tous droits réservés aux auteurs et à l'Université Toulouse Jean Jaurès.
DOI : 10.60527/6kgv-4j15
Citer cette ressource :
UT2J. (2017, 19 juin). Processing variability in L2 learning: insights from articulatory training / Natalia Kartushina, Clara Martin , in Bilinguisme contre monolinguisme : une nouvelle perspective sur les limites de l'acquisition de L2. [Vidéo]. Canal-U. https://doi.org/10.60527/6kgv-4j15. (Consultée le 9 décembre 2024)
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Processing variability in L2 learning: insights from articulatory training / Natalia Kartushina, Clara Martin

Réalisation : 19 juin 2017 - Mise en ligne : 15 février 2018
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Descriptif

Processing variability in L2 learning: insights from articulatory training / Natalia Kartushina, Clara Martin, in colloque "Bilingualism vs. monolingualism: a new perspective on limitations to L2 acquisition" organisé par le laboratoire Octogone-Lordat (Université Toulouse 2) sous la responsabilité de Barbara Köpke (UT2J), Holger Hopp (Technische Universität Braunschweig), Tanja Kupisch (Universität Konstanz), Université Toulouse Jean Jaurès, 19-20 juin 2017.

Variabilityin perceptual input (e.g., multiple talkers) seems to be one of the mostimportant factors boosting early phonological acquisition and word learning innative language learners (Rost & McMurray, 2010). It prevents theassociation of talker- specific cues with the category and allows toconcentrate on those cues, which are relevant for the establishment ofphonological categories.

Theresearch on variability in second-language (L2) learning is less conclusive.Although high input variability training leads to greater improvements inperception and generalization to new stimuli/speakers (Sadakata & McQueen,2013), it deters learning in inexperienced speakers and in individuals withweak initial perceptual abilities or attentional resources (Perrachione et al.,2011). Also, in general, variability seems to hinder perceptual learning ofdifficult L2 sounds.

Thiswork examines, for the first time, the role of stimulus variability in learningto produce L2 sounds. Research in general motor learning in humans and, inparticular, in vocal learning in birds suggest that variability is necessaryfor the development of expertise (Simmonds, 2015). Yet, a recent perceptiontraining study has shown that variability does not help to form accuratepronunciation patterns for L2 sounds (Evans & Martin-Alvarez, 2016).

Twentynine native Spanish speakers were trained with articulatory feedback to produceunfamiliar French vowel contrast /e/-/ɛ/ that assimilates to Spanish /e/. During training, on eachtrial, participants heard the target vowel, repeated it and received immediatevisual feedback showing the location, in F1/F2 space of their production alongwith that of the target vowel space. Participants were trained with tokenseither from a set of vowels recorded by a single speaker or by five speakers(low- and high-variability group, respectively). The acoustic variability inF1/F2 was matched between the two groups. Each vowel was repeated 1125 timesover 3 days. The improvements in L2 production were assessed in vowelrepetition task before and after training. Half of the tokens were produced bya familiar voice (used for training in both groups) and the other half by anunfamiliar voice. To assess L2 production accuracy, the Mahalanobis distancebetween L2 production and target acoustic space was computed for each subjectand vowel.

Theresults revealed that high variability impaired pronunciation learning: infamiliar voice condition, only low variability training led to improvements invowel production. However, variability is essential for the generalization oflearning: in unfamiliar voice condition, only high variability group showedimprovements in vowel production.

 

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Documentation

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Le site internet dédié au colloque "Bilinguisme vs. monolinguisme: une nouvelle perspective par rapport à la question des limites de l’acquisition d’une L2" (Univ. Toulouse Jean Jaurès
19-20 juin 2017)

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