“a psycholinguist walks into a classroom…” - speech lab psllt 2017 keynote.pdf · taken in...

“Apsycholinguistwalksintoaclassroom…”:Aroad-mapforbridgingresearchandpractice

inpronunciationteaching

IsabelleDarcyIndianaUniversity

PSLLT2017SaltLakeCity

2The road toward bridging the gap PSLLT 2017 – Salt Lake City

Of bridges and gaps

• Verygoodtopic• Bridgesbridgegaps

o Inourspecificfield,thegapbetweenresearch [onhowlearnerslearnthesoundsystemsoftheirsecondlanguage]andpractice [pronunciationteachinganditsroleinfosteringthelearningofsoundsystems]

• Wedon’thaveabridgecurrently• Wedon’tevenhavea“gap”– currently…

Bridging L2 Pronunciation Research and Teaching


“where is the other side?”

Millau,© CEVM Eiffage


Is this true?


Pronunciation teaching…

• achieveaccuratepronunciationo (=sothattheirproductionofsounds,stress,rhythm,and

intonationbeginstomatchanidealpattern),• anduseitfluently

o (=automatically,withouthavingtoconcentrateextremely),• inordertoachievecomfortableintelligible

pronunciationo (=speakinginawaythatmostlisteners,bothnativeand

nonnativespeakers,canunderstandwithouttoomucheffortorconfusion).

Yoshida, Marla T. (2016) Beyond Repeat After Me: Teaching Pronunciation to English Learners. Tesol Press. Tesol International Association

How

What

Whom,whenFeedback,assessment

Why• Doesitwork?• Willitmatter?• Carry-over?• Automatization?• Learners’differences?

• Whatmattersmost?• Rightfocus?• Spelling?• Which“standard”&

what’s“correct”?• Criticalpedagogy

• Whichmethod?• Diagnosis?• Listeninginstruction?• Perception?

• Explicitfeedback?• Howmuch,howoften?• Finalandcontinuing

assessment?

• Beginners?Advanced?• Howlong,howoften?

Some questions…


Psycholinguistics…

• Thestudyoftherelationshipbetweenlinguisticbehaviorandpsychologicalprocesses,includingtheprocessoflanguageacquisition

• Isaboutunderstandingo howchildrenacquirelanguage;o howpeopleprocessandcomprehendlanguage;o howpeopleproducelanguage;o howpeopleacquireanewlanguage(secondlanguage

acquisition)

Kantor, J. R. (1936). An objective psychology of grammar. Bloomington, IN: Indiana University Press, p. 55f.

Representations

Processing

DevelopmentNeuralstructures&

functions

Interfaces

Psycholinguistics:L2 phonology… • Words?

• Phonologicalgrammar?• Segmental/suprasegmental

categories?

• Accessanduse?• Articulation,perception• Segmentation?• Wordrecognition?

• Metalinguisticrepresentations• Perception– lexicalencoding–

production?• L1– L2– L3interactions?• Oral&visualmodalities?

• Brainregions?• Brainefficiency?• Individualdifferences?

• Changesovertime?• Whichfactorsmatter?(age,

input...)• Perceptuallearning?• Laboratorytraining?• Instruction?

PRONUNCIATION INSTRUCTION AND L2 PHONOLOGY RESEARCH


“Language is sound”Pronunciation is indissociable from the rest of

language behavior

• Tomakethelanguagecomealiverequiresthebehaviorsrelatedtolistening,speaking,readingandwriting

• Phonological,lexical,andstructuralknowledgelieattheheartofthelanguage

http://languageinstinct.blogspot.com/2006/09/what-is-clt.html


And that’s how…Picture:CourtesyofRyanLidster;

takeninJerusalem

Onegoalofpronunciationinstructionistohelplearnerswiththeformofwords!


And yet…• Teachersandresearchersdonotknowwhattodowithresearchfindingswhenitcomestoteachingpronunciationo Notenoughresearchaboutpronunciationinstruction(Gordon,2015)andtheeffectivenessofspecificmethodstoenhanceintelligibility (Derwing &Munro,2015,ch. 5)

• ResearchinL2phonologyfocusesonaccuracy• Unfortunately,theeffectsofinstruction haveneverbeenmuchofafocuso Example:speechperceptionresearch


Luckily there’s PSLLT !

• Thisischanging(e.g.JSLP;LindaGrant,ed.,2014;Derwing&Munro,2015;IsaacsandTrofimovich,eds.,2017;Reed&Levis,eds.,2016;orLevis&Munro,eds.,2017:4-volumeseriesonpronunciation…)

• SinceJoanMorley‘scallforresearchonL2phonologyandontheeffectsofinstruction(Morley,1991)…o MuchworkdoneinL2phonologyo Researchonpronunciationinstructionisaquicklygrowingfield


Is L2 phonology relevant to pronunciation teaching?• Focusonaccuracy

o Howlearnerslearnsomething,howfast,…howdifferentaretheyfromnativespeakers

• vs.Focusonintelligibility

• Indirectlyo Canguideprioritiesanddiagnosiso Canhighlightfactorsthatfacilitatelearningo Canserveasaroadmapforresearch


Two psycholinguistic areas

• Thementallexicon,thelearningofthephonologicalformofwords(“phono-lexical”acquisition),andspokenwordrecognitiono Pronunciation,vocabulary,listening

• Theroleofindividualdifferencesincognitiveabilitieso IntersectionswithL2phonologyandinstruction

1. THE MENTAL LEXICON


Word recognition in fluent speech

• Maptheincomingspeechsignalontolexicalrepresentationsstoredinmemory

“...theunfoldinginformationinanacousticstreamoftemporallydistributedinformationismappedontoone ofthousandsofrepresentationsinmemory”

(Jusczyk &Luce 2002,p.12) …lɑk…

[lɑk]

/lu:k/ /lɪk/

/li:k/ /lɑg/

/lɑk/ /lɑk/ /rɑk/ Lexical

Selection&Access

Prelexical code

Conceptual,syntactic,

orthographic codes

Acoustic code

Phonetic decoding

(McQueen, Cutler, & Norris, 2006)

(McClelland & Elman, 1986; Norris, 1994)


(Hockett 1955, p. 210)

The problem #1• Theproblemisthatthisunfoldinginformationlookslikethis:

• Variability inspeech dueto coarticulation duringproduction,phonologicalprocesses,etc.isaproblem

• Thetaskoftheheareristoidentifythe‘wordunits’


Competition from phantom words• ForDutchlisteners(L2English):Non-words(*groof)canbe

recognizedaswords(groove)• Doembeddednon-wordsenterthecompetitionprocessas

wordsforL2learners?• Wouldasequencelike“bigroof“primethewordgroove?

“Thepronunciationofnear-wordssuchasgroof inrealspeechcontextssuchasbigroofisjustascapableofactivatinggroove foraL2listenerastheisolatedformgroof.ThesecontextscausephantomwordactivationforL2listeners,whileL1listenersexperiencenosucheffect.”(p.29)

Broersma&Cutler,2008Yes, they do:

Cutler,2005


The problem #2: lexical representations• Andtheotherproblemisthattherepresentationsinthemindofthe(L2)listenermightlooklikethis:

Cook & Gor, 2015; Darcy et al., 2012; Darcy, Daidone & Kojima, 2013; Escudero, Hayes-Harb & Mitterer, 2008; Pajak, Creel & Levy 2016; Pallier et al., 2001; Trofimovitch & John, 2011; Weber & Cutler 2004 …

PROBING PHONOLEXICALREPRESENTATIONS

Yes/NoIsitareal_____word?JapaneseGermanSpanishFrenchRussianEnglish

…

SpeededAuditoryLexicalDecision


Consonants

L1English[N=40]

Intermediate[<3yearsinstr.,N =20]

Advanced[>4yearsinstr.,N=20]

RussianNativeSpeakers[N=10]

Auditoryword-picturematching

L2 RussianPalatalized/Plainconsonants[palatalized][sj][tj][nj][lj][rj]…[plain] [s][t][n][l][r]…

Simonchyk &Darcy(2017)PSLLTProceedings

SimilarfindingswithL2GermanandL2Japanese:Darcy,Daidone &Kojima(2013)

TheMentalLexicon

Learners:Veryhigherrorratesontestnonwordse.g.[stolj]treatedasarealword

Lexical decision (error %)

Test items

Non Word Word Non WordWord

Control items

*stoljstol‘table’

solʲ‘salt’

*sol

*somj*stor


Across the whole phonological systemSuprasegmentals

Lexicaldecisiontask(180trials)Testu: [bʊ'lu:]-- [pʊ'leɪ]Controli: [bɪ'lu:]-- [pɪ'leɪ]Fillerwords+nonwordsLearners:~40%errorfor[bʊ'lu:]items (upto80%),notforcontroli.

Syllable structure

WordstressiscontrastiveinSpanish,notinFrench:[sabana]‘savannah’- [sábana]‘sheet’;

Examplestimuli:górro is a word (‘hat’)gorró is not

LexicaldecisiontaskFrenchL2learners:~60%errorfortestnon-words(allgroups)

Dupoux,E.,Sebastián-Gallés,N.,Navarrete,E.,&Peperkamp,S.(2008).Cognition.

Darcy&Thomas(submitted)

OnsetclustersexistinEnglish(“blue”,“play”),notinKorean.Theyareperceptuallyrepairedwith[ʊ]epenthesis:b[ʊ]lue (Kabak &Idsardi,2007;Dupoux etal.,1999)


What does this all mean?• Wordrecognitioninasecondlanguageislessselective

o Competitionfrombothlexicons,unnecessarycompetitors• LexicalrepresentationsreflectL1-basedphonology

o L1-basedprocessingacrossthewholesystem• Lexicaleffectscanpersistindependentlyof

improvementsinlearners’perception(e.g.Darcy,Daidone &Kojima,2013;Darcyetal.,2012)o Reliableperceptionhelpsbutdoesnotguaranteeaccurate

lexicalencoding(Simonchyk,2017)

o Representationsarealsofuzzyevenwitheasycontrasts(Cook&Gor,2015;Cook,Pandža,Lancaster,&Gor,2016)

INTERESTING! BUT WHY DO WE CARE?


Why do lexical representations matter?• Vocabulary knowledge:lessambiguitybetweenwords

• Production:higherintelligibility(syllablestructure,stresspatterns,consonants)o Productionaccuracycorrelateswithlexicalaccuracy

(Simonchyk,2017)

o Forautomatizedretrievalunderconstrainedresources

• Listening:Recognizingwordsmoreeasilyo Byreducingcompetition

THREE (PROMISING) DIRECTIONS

Vocabulary

Connected speech training

Bimodal input: audio + written input

PHONO-LEXICAL ACQUISITION

WORD RECOGNITION (listening,processing)


Vocabularyhttp

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Acquiring new words“Alexicalentryinthelexiconoftheaverageadult,literate,nativespeakercontainssemantic,pragmatic,stylistic,collocational,syntactic,categorial,morphological,phonological,articulatoryandorthographicfeatures.”(Hulstijn 2001,p.259)

WORD

MEANINGUSE

FORM

Mappings(Barcroft,2015)


Retention through elaboration

WORD pragmatic

stylistic

semantic

morphological

phonological

syntactic

orthographic

articulatory

word

(Hulstijn &Laufer,2001,541-542;Hulstijn,2001;Nation&Newton,1997)


Retention through elaboration

WORD pragmatic

stylistic

semantic

morphological

phonological

syntactic

orthographic

articulatory

+ repetition

Ø Reactivationandrepetitionareneededforautomaticity inlexicalaccess

Kimppa,2017;Nation&Newton,1997


Effective instruction: dual focus

vocabulary

pronunciation

Automaticity+Carryover=

Effectiveinstruction

Repetition inretrievalrecycling…offamiliarmaterials

Ø automaticity

Gatbonton &Segalowitz,1988;Trofimovich &Gatbonton,2006

ElaborationAuthenticity

Communicative,meaning-oriented

activitiesØ transfer

www.YouGlish.comUTubePicturematchingWordmatching…

PHONO-LEXICAL ACQUISITION?


Connected Speech Training

Whatchadoing?

????


Why connected speech training?

Ladefoged, A course in Phonetics(http://hctv.humnet.ucla.edu/departments/linguistics/VowelsandConsonants/course/chapter5 )


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0.680

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Treatment (n = 33)

Control (n = 25)

Gökgöz-Kurt’s Dissertation (2016)

Treatment:4Experimentalclasses(N=33)• receivedonlinetrainingandexplicit

instructionfor3weeks(60minsintotal)

• Between-wordpalatalizationControl:4Controlclasses(N=25)didthe“normal”curriculum

Two-optionforced-choiceperceptiontest• Pre-testandpost-test• Max.score=44.• Allitemsweredifferentfromthosein

onlinetrainingmodules

They all could͜ use [dʒuz] any of these. They all could choose [tʃuz] any of these

(p =.007)

Gökgöz-Kurt, B. (2016) Attention Control and the Effects of Online Training in Improving Connected Speech Perception by English as a Second Language Learners.

Unpublished Ph.D. Dissertation, Univ. of South Carolina.


Summary• Onlinetrainingworks!

o (onanimmediateforced-choiceperceptionpost-test)

• Connectedspeechcanbetaughtusefullyo SeealsoCauldwell,2013

ØMoreresearchneededtoknowifthismightgeneralizetolisteningincommunicativesituations



Bi-modal input

Laura (Otto Preminger, 1944).


Bi-modal input?• Variation,reductions,connectedspeech,unfamiliardialector

accentarechallenging(Connine,Blasko,&Titone,1993;Sumner&Samuel,2005;Floccia etal.,2006;Ikeno &Hansen,2007;Tamati,2014;Schmidt,2009)

• Wordidentificationincontinuousspeechproducedbynativespeakers,isdifficultinL2,evenwhenallindividualwordsarefamiliar(Brown,1990)

• Thecombinationofwritten+audioinputhasthepotentialtohelpdevelopwordrecognitionandsegmentationskillsbymakinginputmoreintelligible(Levi,Winters&Pisoni,2007;Mitterer&McQueen,2009;Escudero,Hayes-Harb&Mitterer,2008;ShowalterandHayes-Harb,2013)



Bi-modal input studies & listening• Overallpositiveinfluenceofcaptioned(vs.noncaptioned)

mediaoncomprehension(e.g.televisionTeletextcaptions,Vanderplank,1988;Markham,1989;Markhametal.,2001;Winke etal.,2010;Montero-Perezet.al.’smeta-analysis,2013)

• Whataboutsegmentation andwordrecognition?o Writtenmeasures;Nocontrolgroupwithoutsound

Ø Isitreallybecauseofimproved*segmentation*andwordrecognitionskills?Orjustduetothefactthattheyhaveatextandcanread,evenwithoutlistening?


(More) Research is needed• Markham(1999) usedalisteningmultiplechoice• CharlesandTrenkic (2015):improvements duetobetter

segmentationskills,andnot*just*tothefactthatlearnerswereprovidedwithwritteninputo Goodassessmenttaskforlexicalaccessandsegmentationvia

shadowing(Mitterer &McQueen2009)

o Goodcontrols(“Nosound”group!)o Generalizationtonewutterancesandnewspeakers

Charles, T. and Trenkic, D. (2015). Speech Segmentation in a Second Language: The Role of Bi-modal Input. In: Y. Gambier, A. Caimi & C. Mariotti (eds.) Subtitles and Language

Learning (pp. 173-197). Bern: Peter Lang.


Charles and Trenkic (2015): ResultsGroup*TimeInteraction

Bimodalgroupoutperformedothergroupsinallcases,forallitems:• olditems,• newitems and• brand-new items

Conclusion:captionshelpedwithsegmentationofspokeninput,andtheeffectreallyisabout*spokeninput*,notaboutgeneralcomprehension.

Prop

ortio

n co

rrect

ly

repe

ated

wor

ds


N=12

See also Wisniewska & Mora talk, Friday, 12:00pm: PHONO-LEXICAL ACQUISITION?

2. EXECUTIVE FUNCTIONS AND INDIVIDUAL DIFFERENCES


Executive functions• Higher-levelcognitiveskillsweusetocontrolandcoordinateourothercognitiveabilitiesandbehaviors

• Attentioncontrol (AC) (Segalowitz &Frenkiel-Fishman,2005)

o Cocktail-partyeffecto Noticing(Mora&Gilabert,2012;Safronova&Mora,2013)o idea as[aidi:] orconsequence as“conSEquence”


Executive functions• Higher-levelcognitiveskillsweusetocontrolandcoordinateourothercognitiveabilitiesandbehaviors

• Attentioncontrol (AC) (Segalowitz &Frenkiel-Fishman,2005)

o Cocktail-partyeffecto Noticing(Mora&Gilabert,2012;Safronova&Mora,2013)o idea as[aidi:]orconsequence as“conSEquence”

• Inhibitionskill(FriedmanandMiyake2004;Lev-Ari&Peperkamp,2013)o Suppressanautomaticresponse,resistinterferenceo ReduceL1-basedprocessing


Executive functions and L2 phonology• Complexrelationship

• Relationshipsaremultiple,modest(willweeverexplain> 20%ofvariance?),dependontaskdemandsandlearningcontexts(e.g.Darcy&Mora,2017) andneedfurtherresearch!

• Whataboutcausalityrelationships?Needtheresearch!

inhibition

workingmemoryattentioncontrol

L2FLUENCY &PHONOLOGICALPROCESSING ACCURACYL2PHONOLOGICAL

LEARNING (GAIN SCORES)

(Darcyetal.,2015;Trofimovich &Gatbonton,2006)

(O’Brienetal.,2007)

(Darcy,Mora&Daidone,2016)(Gökgöz-Kurt,2016)(Garcia-Amaya,2012)


Connected speech processing and attention control

• Burcu Gökgöz-Kurt’sPh.D.Dissertation(2016)o Doesexplicittrainingleadtogainsinconnectedspeechperception?o Istherearelationshipbetweenstudents’gainscoresandtheir

attentioncontrol?• a)AttentionNetworkTest(ANT)(Fan,etal.,2002;Weaver,Bédard,&McAuliffe,2009,2013) [conflicteffect]

• b)Speech-BasedAttentionSwitchingTask(Mora&Darcy,2017;Darcy,Park&Yang,2015)[switchcosteffect]

Ø Ifthereisarelationship(moreefficientattentioncontrolandgainsonthelisteningtask),weexpectnegativecorrelationsØ moreefficientattentioncontrolisindexedbysmallervaluesofeffect

Significantnegativecorrelations:Themoreefficienttheattentioncontrol,themoregainsweremadebetweenthepre-andpost-test(connectedspeechperceptiontask)

AGAIN: COOL STUFFBUT…


Executive functions relate to L2 phonological processingC Higherexecutivefunctioningómoreaccuratepronunciationandphonologicalprocessing

C Potentiallyimportantconsequencesforteachingandlearningpronunciation

= isolateddimensionsofphonologicalsystems,notintelligibility

6 Whatistheroleofexecutivefunctionsfordevelopingintelligibility?


Do executive functions relate to pronunciation instruction? • Matchbetweenlearners’abilitiesandinstruction (Snow1989)• Whenlearners’attentionisdrawntophonologicalelements,it

helps(indirectevidence).Forexample:o Explicitinstruction(Derwing,Munro&Wiebe,1998;Gordon,Darcy&

Ewert,2013)o Correctivefeedback(Hardison,2004;Saito,2011)o Highvariabilitytrainingstudies(Bradlow etal.,1997;Wangetal.,2003)o Heightenedphonologicalawarenessrelatestohigherpronunciation

ratings(Kennedy&Trofimovich,2010),andisperhapsdrivenbyphonologicalmemory(Venkatagiri &Levis,2007).

• Supportsdirectlinkbetweenattentionskillsandexplicitpronunciationteaching(seepreviousstudies)=>butweneedtheresearch!

… A DOUBLE AGENDAOutline for a road-map

BeanBlossomBridgeBrownCounty,Indiana


We need foundations • AboutallaspectsofL2phonologyacquisitionandprocessing (seeMorley,1991)

o Phonologicalgrammar(allareasofphonologicalknowledge:segments,phonotactics,suprasegments)

ØMentallexicon,perception,production=>intelligibilityo Listeningtoreducedandconversationalspeecho Individualdifferencesinexecutivefunctions

• Aboutinstruction andacquisition(seeMorley,1991)

o How,what,when,why,andassessment


Andthebridge…

• Towhatextentcaninstructionactuallyshape L2acquisition:o helpwithupdatinglexicalrepresentations?o helpwithwordrecognitioninconversation?o facilitateperceptiondevelopment?o helpautomatizearticulatoryroutines?Ø leadtoactualtransferandautomatization?

• Whichkind ofinstructioncandothis,andwhy/how?o howmuch,howoften,andhowearly?

Intelligibility?Listening?


1. The mental lexicon

Vocabularyinstruction

Connectedspeechtraining

PHONO-LEXICAL ACQUISITION

WORD RECOGNITION(listening,processing)

Bimodalinputapproaches

includesattentiontoFORM ?

?WRITING

?

?


2. Individual differences• Whatisthelinkbetweenexecutivefunctions(EF)and

intelligibility?• WouldlearnerswithhigherEF-scoresbenefitmorefrom

explicit pronunciationinstruction?(Trofimovich &Gatbonton,2006)Whataboutothers?

• Turningitaround:canwetrainEFforsomelearners?(Jaeggietal.,2011andcognitivetrainingapproaches)

• Alternatively:Canwetailorinstructiontomakeitmoreusableandbeneficialforavarietyoflearners?(Snow,1989)o e.g.byhavingmoreattention-directingactivitiesforthoselearners

whohavedifficultieswithattentionfocusing

Enter the domain of science “fiction”…


Let’s keep working! Grand Canyon, ArizonaPhoto by Claire Renaud

THANK YOU!

56

Isabelle Darcy: [email protected]

Second Language Psycholinguistics Labhttp://www.iub.edu/~psyling/

Spring 2016

and…AileenBachDanielleDaidoneDoreenEwertBurcu Gökgöz-KurtJoshua GordonChisato KojimaFranziskaKrügerRyanLidsterMiguelMarquezJoan C.MoraVanceSchaeferJohnScottAlaSimonchykChung-LinYang

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