The influence of language background and second language phonetics training on the perception of lexical stress in a second language

Abstract Language background and second language (L2) training both have been found to contribute to L2 lexical stress perception. To explore their relative contributions, a lexical stress perception task was administered to a total of 129 university students of different language backgrounds. A gro...

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Autores principales:	Gibson,Todd A., Bernales,Carolina
Lenguaje:	English
Publicado:	Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje 2020
Materias:	L2 lexical stress perception L2 classroom EFL learning L2 phonetics training
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342020000100080
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spelling	oai:scielo:S0718-093420200001000802020-02-28The influence of language background and second language phonetics training on the perception of lexical stress in a second languageGibson,Todd A.Bernales,Carolina L2 lexical stress perception L2 classroom EFL learning L2 phonetics training Abstract Language background and second language (L2) training both have been found to contribute to L2 lexical stress perception. To explore their relative contributions, a lexical stress perception task was administered to a total of 129 university students of different language backgrounds. A group of 62 monolingual English-speaking students in the U.S.A. and 67 English-as-a-foreign-language students in Chile were asked to identify lexical stress in trochees and iambs. Chileans with previous phonetics training performed better than Chileans without the training and performed as well as their U.S. peers. U.S. participants and those Chileans without previous phonetics training performed better with trochees than iambs, but those Chileans with L2 phonetics training performed similarly with both stress patterns. Spanish (L1) ability and English (L2) phonetics training explained variance, but English (L2) ability did not. Results suggest that participants with previous L2 phonetics training developed a general skill to detect lexical stress, while those without such training merely transferred Spanish stress perception to English, which was beneficial because Spanish and English stress patterns are similar for disyllabic words. Pedagogical implications are discussed.info:eu-repo/semantics/openAccessPontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del LenguajeRevista signos v.53 n.102 20202020-01-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342020000100080en10.4067/S0718-09342020000100080
institution	Scielo Chile
collection	Scielo Chile
language	English
topic	L2 lexical stress perception L2 classroom EFL learning L2 phonetics training
spellingShingle	L2 lexical stress perception L2 classroom EFL learning L2 phonetics training Gibson,Todd A. Bernales,Carolina The influence of language background and second language phonetics training on the perception of lexical stress in a second language
description	Abstract Language background and second language (L2) training both have been found to contribute to L2 lexical stress perception. To explore their relative contributions, a lexical stress perception task was administered to a total of 129 university students of different language backgrounds. A group of 62 monolingual English-speaking students in the U.S.A. and 67 English-as-a-foreign-language students in Chile were asked to identify lexical stress in trochees and iambs. Chileans with previous phonetics training performed better than Chileans without the training and performed as well as their U.S. peers. U.S. participants and those Chileans without previous phonetics training performed better with trochees than iambs, but those Chileans with L2 phonetics training performed similarly with both stress patterns. Spanish (L1) ability and English (L2) phonetics training explained variance, but English (L2) ability did not. Results suggest that participants with previous L2 phonetics training developed a general skill to detect lexical stress, while those without such training merely transferred Spanish stress perception to English, which was beneficial because Spanish and English stress patterns are similar for disyllabic words. Pedagogical implications are discussed.
author	Gibson,Todd A. Bernales,Carolina
author_facet	Gibson,Todd A. Bernales,Carolina
author_sort	Gibson,Todd A.
title	The influence of language background and second language phonetics training on the perception of lexical stress in a second language
title_short	The influence of language background and second language phonetics training on the perception of lexical stress in a second language
title_full	The influence of language background and second language phonetics training on the perception of lexical stress in a second language
title_fullStr	The influence of language background and second language phonetics training on the perception of lexical stress in a second language
title_full_unstemmed	The influence of language background and second language phonetics training on the perception of lexical stress in a second language
title_sort	influence of language background and second language phonetics training on the perception of lexical stress in a second language
publisher	Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje
publishDate	2020
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342020000100080
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The influence of language background and second language phonetics training on the perception of lexical stress in a second language

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