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Explicit versus non-explicit prosodic training in the learning of Spanish L2 stress contrasts by French listeners


Schwab, Sandra; Dellwo, Volker (2022). Explicit versus non-explicit prosodic training in the learning of Spanish L2 stress contrasts by French listeners. Journal of Second Language Studies, 5(2):266-306.

Abstract

Different methods to acquire a language can contribute differently to learning success. In the present study we tested the success of L2 stress contrasts acquisition, when ab initio learners were taught or not about the theoretic nature of L2 stress contrasts. In two 4-hour perceptual training methods, French-speaking listeners received either (a) explicit instructions about Spanish stress patterns and perception activities commonly used in L2 pronunciation courses or (b) no explicit instructions and a unique perception activity, a shape/word matching task. Results showed that French-speaking listeners improved their ability to identify and discriminate stress contrasts in Spanish after training. However, there was no significant difference between explicit and non-explicit training nor was there an effect on stress processing under different phonetic variability conditions. This suggests that in L2 stress acquisition, non-explicit training may benefit ab initio learners as much as explicit instruction and activities used in L2 pronunciation courses.

Abstract

Different methods to acquire a language can contribute differently to learning success. In the present study we tested the success of L2 stress contrasts acquisition, when ab initio learners were taught or not about the theoretic nature of L2 stress contrasts. In two 4-hour perceptual training methods, French-speaking listeners received either (a) explicit instructions about Spanish stress patterns and perception activities commonly used in L2 pronunciation courses or (b) no explicit instructions and a unique perception activity, a shape/word matching task. Results showed that French-speaking listeners improved their ability to identify and discriminate stress contrasts in Spanish after training. However, there was no significant difference between explicit and non-explicit training nor was there an effect on stress processing under different phonetic variability conditions. This suggests that in L2 stress acquisition, non-explicit training may benefit ab initio learners as much as explicit instruction and activities used in L2 pronunciation courses.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Computational Linguistics
06 Faculty of Arts > Zurich Center for Linguistics
08 Research Priority Programs > Language and Space
06 Faculty of Arts > Linguistic Research Infrastructure (LiRI)
Dewey Decimal Classification:410 Linguistics
Language:English
Date:27 October 2022
Deposited On:20 Oct 2021 07:05
Last Modified:15 Jun 2024 03:42
Publisher:John Benjamins Publishing
ISSN:2542-3835
Additional Information:© Copyright John Benjamins Publishing Company. The published version is available at Schwab, Sandra; Dellwo, Volker (2022). Explicit versus non-explicit prosodic training in the learning of Spanish L2 stress contrasts by French listeners. Journal of Second Language Studies, 5(2):266-306.
OA Status:Green
Publisher DOI:https://doi.org/10.1075/jsls.21017.sch
Related URLs:https://www.jbe-platform.com/content/journals/25423843/5/1 (Publisher)