Does Mode of Input Affect How Second Language Learners Create Form–Meaning Connections and Pronounce Second Language Words?,The Modern Language Journal

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Does Mode of Input Affect How Second Language Learners Create Form–Meaning Connections and Pronounce Second Language Words?
The Modern Language Journal ( IF 4.7 ) Pub Date : 2022-05-31 , DOI: 10.1111/modl.12775
TAKUMI UCHIHARA ₁ , STUART WEBB ₂ , KAZUYA SAITO ₃ , PAVEL TROFIMOVICH ₄

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This study examined how mode of input affects the learning of pronunciation and form–meaning connection of second language (L2) words. Seventy-five Japanese learners of English were randomly assigned to 1 of 3 conditions (reading while listening, reading only, listening only), studied 40 low-frequency words while viewing their corresponding pictures, and completed a picture-naming test 3 times (before, immediately, and about 6 days after treatment). The elicited speech samples were assessed for form–meaning connection (spoken form recall) and pronunciation accuracy (accentedness, comprehensibility). Results showed that the reading-while-listening group recalled a significantly greater number of spoken word forms than did the listening-only group. Learners in the reading-while-listening and listening-only modes were judged to be less accented and more comprehensible compared to learners in the reading-only mode. However, only learners receiving spoken input without orthographic support retained more target-like (less accented) pronunciation compared to learners receiving only written input. Furthermore, sound–spelling consistency of words significantly moderated the degree to which different learning modes impacted pronunciation learning. Taken together, the findings suggest that simultaneous presentation of written and spoken forms is optimal for the development of form–meaning connection and comprehensibility of novel words but that provision of only spoken input may be beneficial for the attainment of target-like accent.

中文翻译：

输入模式会影响第二语言学习者如何建立形式-意义联系和发音第二语言单词吗？

本研究探讨了输入模式如何影响第二语言 (L2) 单词的发音和形意连接学习。75 名日本英语学习者被随机分配到 3 个条件中的 1 个（边听、只读、只听），边看图片边学习 40 个低频词，并完成 3 次图片命名测试（之前、立即和治疗后约 6 天）。对引出的语音样本进行形式-意义联系（口语形式回忆）和发音准确性（口音、可理解性）的评估。结果表明，边读边听组比只听组回忆的口语形式要多得多。与只阅读模式的学习者相比，边听和只听模式的学习者被认为口音更少，更容易理解。然而，与仅接受书面输入的学习者相比，只有在没有正字法支持的情况下接受口语输入的学习者保留了更多类似目标（较少重音）的发音。此外，单词的拼写一致性显着缓和了不同学习模式对发音学习的影响程度。综上所述，研究结果表明，同时呈现书面和口头形式对于发展形式-意义联系和新词的可理解性是最佳的，但仅提供口头输入可能有利于获得类似目标的口音。然而，与仅接受书面输入的学习者相比，只有在没有正字法支持的情况下接受口语输入的学习者保留了更多类似目标（较少重音）的发音。此外，单词的拼写一致性显着缓和了不同学习模式对发音学习的影响程度。综上所述，研究结果表明，同时呈现书面和口头形式对于发展形式-意义联系和新词的可理解性是最佳的，但仅提供口头输入可能有利于获得类似目标的口音。然而，与仅接受书面输入的学习者相比，只有在没有正字法支持的情况下接受口语输入的学习者保留了更多类似目标（较少重音）的发音。此外，单词的拼写一致性显着缓和了不同学习模式对发音学习的影响程度。综上所述，研究结果表明，同时呈现书面和口头形式对于发展形式-意义联系和新词的可理解性是最佳的，但仅提供口头输入可能有利于获得类似目标的口音。单词的拼写一致性显着调节了不同学习模式对发音学习的影响程度。综上所述，研究结果表明，同时呈现书面和口头形式对于发展形式-意义联系和新词的可理解性是最佳的，但仅提供口头输入可能有利于获得类似目标的口音。单词的拼写一致性显着调节了不同学习模式对发音学习的影响程度。综上所述，研究结果表明，同时呈现书面和口头形式对于发展形式-意义联系和新词的可理解性是最佳的，但仅提供口头输入可能有利于获得类似目标的口音。

更新日期：2022-05-31

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