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Interactions between speech perception and production during second language learning

第二语言学习过程中言语感知和产出之间的相互作用

基本信息

批准号：
1734166
负责人：
Melissa Baese-Berk
金额：
$ 40.34万
依托单位：
University of Oregon Eugene
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-09-01 至 2023-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1734166&HistoricalAwards=false
关键词：
Interactions between speech perception production

项目摘要

The ability to communicate in more than one language confers an advantage in business, science, diplomacy, and many other aspects of modern life. To successfully master a new language, an individual must be able to both understand and produce the language. Educators commonly assume that perception and production skills develop in tandem and encourage students to try saying words in the new language on their first day in the classroom. However, recent research suggests that the relationship between speech perception and production is more complex and dynamic, especially when learning to speak and hear sounds that don't occur in languages the learner already knows. Under some circumstances, learners can perceive these novel sounds but may not be able to produce them, or they can produce the sounds without hearing their identity reliably. Compelling new evidence suggests that trying to say novel speech sounds out loud during learning can lead the learner to perceive those sounds less well than learners who do not say the sounds out loud. To determine how languages are best learned it is necessary to understand the disruptive effect of production on perception. The findings of the proposed research have the potential to inform practice in language teaching. Outreach activities will disseminate results to a broad audience, including a science education project in partnership with The Science Factory, a children's science museum. This proposal lays out a series of behavioral studies that systematically investigate both linguistic and non-linguistic factors (such as timing, cognitive load, and quality of productions) that influence perceptual learning and quality of productions of unfamiliar speech sounds. The aim is to understand their unique and joint contributions to perceptual learning. This theoretical account, along with the empirical results, is expected to enhance understanding of the nature of language representations and how they interact with cognitive, linguistic, and situational features. The findings will also contribute to knowledge of the relationship between perception and action more broadly.

能够用一种以上的语言进行交流，在商业、科学、外交和现代生活的许多其他方面都具有优势。要想成功地掌握一门新语言，一个人必须既能理解这种语言，又能创造这种语言。教育工作者通常认为感知能力和表达能力是同步发展的，并鼓励学生在课堂上的第一天尝试用新语言说单词。然而，最近的研究表明，言语感知和言语产生之间的关系更为复杂和动态，尤其是在学习说和听学习者已经知道的语言中不存在的声音时。在某些情况下，学习者可以感知这些新声音，但可能无法发出这些声音，或者他们可以发出这些声音，但无法可靠地听到它们的身份。令人信服的新证据表明，在学习过程中试图大声说出新的语音会导致学习者对这些声音的感知不如那些不大声说出这些声音的学习者。为了确定如何最好地学习语言，有必要了解生产对感知的破坏性影响。本研究的结果有可能为语言教学实践提供信息。外展活动将向广泛的受众传播成果，包括与儿童科学博物馆“科学工厂”合作的一个科学教育项目。本提案提出了一系列行为研究，系统地调查影响感知学习和不熟悉语音产生质量的语言和非语言因素（如时间、认知负荷和产生质量）。目的是了解它们对感知学习的独特和共同贡献。这一理论解释以及实证结果有望加强对语言表征本质的理解，以及它们如何与认知、语言和情境特征相互作用。这些发现也将有助于更广泛地了解感知和行动之间的关系。