Learning a second language speech after puberty is a difficult task that is characterised by a great deal of individual variation. Some learners are able to achieve high-level L2 oral proficiency while others show a tremendous amount of difficulty in their attempts to do so. These differences in learning outcomes exist not only because of the amount of time spent practicing the target language, but also because some learners are more cognitively and perceptually adept at making the most of every opportunity for input. This consequently leads to larger and more robust gains in the long run. In this talk, I will provide a state-of-the-art review of how scholars have used both behavioural (language, music and psychoacoustic tests) and neurophysiological (e.g., EEG) measures to conceptualise, test, and elaborate a range of aptitude frameworks relevant to L2 speech learning. Specifically, I will introduce an emerging line of research (including my own work) which has allocated an essential role to domain-general auditory processing (i.e., precisely representing characteristics of sounds) in L1 speech acquisition, and extended the hypothesis that the same faculty acts as a cornerstone of L2 speech learning. Finally, I will provide suggestions on how these frameworks can be used to help L2 learners with different auditory orientations improve in their L2 speech learning in classroom settings by developing optimal, profile-matched training programmes.
Learning a second language speech after puberty is a difficult task that is characterised by a great deal of individual variation. Some learners are able to achieve high-level L2 oral proficiency while others show a tremendous amount of difficulty in their attempts to do so. These differences in learning outcomes exist not only because of the amount of time spent practicing the target language, but also because some learners are more cognitively and perceptually adept at making the most of every opportunity for input. This consequently leads to larger and more robust gains in the long run. In this talk, I will provide a state-of-the-art review of how scholars have used both behavioural (language, music and psychoacoustic tests) and neurophysiological (e.g., EEG) measures to conceptualise, test, and elaborate a range of aptitude frameworks relevant to L2 speech learning. Specifically, I will introduce an emerging line of research (including my own work) which has allocated an essential role to domain-general auditory processing (i.e., precisely representing characteristics of sounds) in L1 speech acquisition, and extended the hypothesis that the same faculty acts as a cornerstone of L2 speech learning. Finally, I will provide suggestions on how these frameworks can be used to help L2 learners with different auditory orientations improve in their L2 speech learning in classroom settings by developing optimal, profile-matched training programmes.
Virtual Room EuroSLA30 | The 30th Conference of the European Second Language Association eurosla2021@ub.eduTechnical Issues?
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