Shifting Perceptual Weights in L2 Vowel Identification after Training

Area of Science:

• Phonetics
• Second Language Acquisition
• Psychoacoustics

Background:

• Difficulties in second-language (L2) vowel perception are often linked to challenges in utilizing acoustic-phonetic cues.
• Native Chinese speakers frequently encounter difficulties distinguishing English vowels due to phonetic differences.

Purpose of the Study:

• To investigate the impact of perception training using duration-equalized vowels on native Chinese listeners' English vowel perception.
• To examine how this training influences the utilization of acoustic-phonetic cues, particularly spectral and duration cues.

Main Methods:

• Seventeen native Chinese listeners received perception training with duration-equalized English vowels.
• A control group of 17 native Chinese listeners watched English videos.
• Both groups underwent pre-training, immediate post-training, and 3-month follow-up assessments for English vowel identification and vowel formant discrimination.

Main Results:

• The vowel training group demonstrated greater improvement in English vowel perception compared to the control group.
• Both groups showed enhanced English vowel identification and vowel formant discrimination post-training.
• Duration-equalized vowel training significantly decreased reliance on duration cues and improved the use of spectral cues for vowel identification.

Conclusions:

• Duration-equalized English vowel perception training is effective in enhancing non-native listeners' L2 vowel perception.
• Training modifies listeners' perceptual weighting of acoustic-phonetic cues, shifting focus towards spectral information.
• This approach offers a targeted method for improving L2 phonological acquisition.