To date, a growing number of studies have shown that domain-general auditory processing, which prior work has linked to L1 acquisition, could explain various dimensions of naturalistic L2 speech proficiency. The current study examined the generalizability of this topic to L2 speech learning in classroom settings. The spontaneous speech samples of 39 Vietnamese English-as-a-foreign-language learners were analyzed for fluent and accurate use of pronunciation and lexicogrammar and linked to a range of variables in their auditory processing profiles. The results identified moderate-to-strong correlations between the participants’ accurate use of lexicogrammar and audio-motor sequence integration scores (i.e., the ability to reproduce melodic/rhythmic information). However, the relationship between phonological proficiency and auditory acuity (i.e., the ability to encode acoustic details of sounds) was nonsignificant. Although the findings support the audition-acquisition link to classroom L2 speech learning to some degree, they only suggest that this link is robust for the acquisition of lexicogrammar information.

中文翻译：

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领域一般听觉处理部分解释课堂环境中的第二语言语音学习：回顾和概括研究

迄今为止，越来越多的研究表明，先前的工作与 L1 习得相关的领域一般听觉处理可以解释自然 L2 语音能力的各个方面。当前的研究检查了该主题对课堂环境中 L2 语音学习的普遍性。对 39 名越南英语作为外语学习者的自发语音样本进行了分析，以确保其发音和词汇语法的流畅和准确使用，并与他们听觉处理配置文件中的一系列变量相关联。结果表明，参与者对词汇语法的准确使用与音频-运动序列整合分数（即再现旋律/节奏信息的能力）之间存在中等至强相关性。然而，语音能力和听觉敏锐度之间的关系（即，对声音的声学细节进行编码的能力）并不重要。尽管研究结果在某种程度上支持试听-习得链接与课堂 L2 语音学习的联系，但它们仅表明这种链接对于词汇语法信息的习得是稳健的。