Examining the impact of non-linguistic Incidental auditory category training on adult language acquisition

检查非语言附带听觉类别训练对成人语言习得的影响

• 批准号: 9806954
• 负责人: Seth Wiener
• 金额: $ 7.57万
• 依托单位: CARNEGIE-MELLON UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-08-17 至 2021-08-16
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9806954
• 关键词: Adult; Age; American; Atrophic; Attention; Auditory; Back; Basic Science; Categories; Characteristics; Child; Cognitive; Communication; Control Groups; Cues; Data; Development; Dimensions; Effectiveness; Equipment and supply inventories; Goals; Human; Instruction; Laboratory Study; Language; Language Development; Learning; Linguistics; Measures; Methodology; Modeling; Multilingualism; Nature; Participant; Performance; Population; Production; Research; Societies; Speech; Speech Perception; Speech Sound; System; Testing; Time; Training; Weight; active control; base; bilingualism; design; evidence base; experience; innovation; non-Native; novel; novel strategies; pedagogical content; pedagogy; phonology; prospective; scaffold; sound; theories; word learning

PROJECT SUMMARY Robust speech communication requires that listeners learn linguistically-relevant representations for stable language regularities, such as the speech sounds (phonemes) that convey meaning. In an increasingly multilingual society, as many as twenty percent of Americans accomplish this across multiple languages. Yet, second language acquisition is especially challenging among adult language learners, for whom learning typically involves explicit classroom instruction. Troublingly, research documents that instruction routinely results in a `learning plateau' whereby language abilities stagnate or even atrophy despite continued instruction. There is a need to establish effective new approaches to nudge adult language learners off this plateau. This project integrates theoretical and methodological developments in auditory category learning with approaches to classroom-based L2 instruction. Specifically, incidental category learning (in which learners' attention is directed away from to-be-learned categories by an engaging videogame) taps into category learning systems distinct from those engaged in more explicit learning. Moreover, incidental learning of nonspeech sound categories leads to activation of putatively speech-selective cortex associated with speech categorization, suggesting potential representational cross-talk. This guides the central hypothesis of the project: incidental learning of nonspeech perceptual building block categories may provide a `back door' through which to influence adult L2 learners' speech acquisition and to move them off the classroom learning plateau. An intensive 8-week incidental training study with a 3-month retention interval will test the hypothesis (Aim 1). Comparison of incidental nonspeech training with explicit L2 speech training will assess whether this cognitive `back door' may be more effective in promoting L2 speech perception and production than explicit training with L2 speech and will determine the extent to which each interacts with classroom instruction in the L2 (Aim 2). Far transfer and retention of incidental category learning will be established across measures that extend beyond L2 categorization to speech production, word learning, and phonological representation (Aim 3). The results will reveal whether nonspeech, auditory categories sharing common perceptual dimensions with second language categories scaffold L2 acquisition, the degree to which explicit instruction may support or interfere with new auditory categories, whether incidental learning is retained after training, and whether learning gains transfer to support other language-learning tasks. In blending empirical, methodological, and theoretical advances from laboratory studies with explicit classroom learning it will be possible to determine the interplay between incidentally-acquired nonlinguistic perceptual building block categories and an emerging L2. This will advance important theoretical debates about the cross-talk between general auditory representations and speech categories and will provide a novel approach to L2 pedagogy.

项目摘要 稳健的语音通信要求听者学习语言相关的表示， 语言符号，如传达意义的语音（音素）。在一个日益 在多语言社会中，多达20%的美国人使用多种语言实现这一目标。然而， 第二语言习得对成年语言学习者来说尤其具有挑战性， 通常涉及明确的课堂教学。令人不安的是，研究文件表明， 导致“学习高原”，语言能力停滞不前，甚至萎缩， 指导。有必要建立有效的新方法来推动成人语言学习者摆脱这种状况。 高原这个项目整合了听觉类别学习的理论和方法的发展 以课堂为基础的第二语言教学方法。具体来说，附带类别学习（其中学习者的 通过一个吸引人的视频游戏将注意力从待学习的类别上转移开） 学习系统不同于那些从事更明确的学习。此外，偶然学习 非言语声音类别导致与言语相关的幼年言语选择皮层的激活 分类，暗示潜在的代表性串扰。这一点指导了 项目：非言语知觉积木类别的附带学习可能提供一个“后门”， 影响成人二语学习者的言语习得，使他们走出课堂学习高原。 一项为期8周的强化附带训练研究（保留时间间隔为3个月）将检验这一假设（目的 1）。将附带的非言语训练与外显的L2言语训练进行比较， 认知的“后门”可能比外显的“后门”更能促进二语言语的感知和产出 培训与L2语音，并将确定在何种程度上，每个互动与课堂教学中， L2（目标2）。远迁移和保留的附带类别学习将建立跨措施， 将第二语言的范畴扩展到言语产生、词汇学习和语音表征（Aim 3）。结果将揭示是否非言语，听觉类别共享共同的知觉维度 与第二语言类别支架二语习得，在何种程度上，明确的指导可以支持 或干扰新的听觉类别，训练后是否保留了附带学习，以及 学习成果转移到支持其他语言学习任务。在混合经验，方法， 从实验室研究的理论进展与明确的课堂学习，将有可能确定 偶然获得的非语言感知积木类别和 出现L2。这将推进关于一般听觉系统之间的串扰的重要理论辩论。 表征和言语范畴，并将提供一个新的方法，第二语言教学。