The role of auditory feedback in error-detection and correction in first and second language production

2019 ◽  
Vol 146 (4) ◽  
pp. 2792-2792
Author(s):  
Sarah Bakst ◽  
Caroline A. Niziolek
Keyword(s):  
Second Language ◽  
Error Detection ◽  
Auditory Feedback ◽  
Language Production ◽  
Error Detection And Correction

Visuele Terugkoppeling Van Engelse Intonatie;

1981 ◽  
Vol 9 ◽  
pp. 112-118
Author(s):  
Kees de Bot
Keyword(s):  
Second Language ◽  
Visual Feedback ◽  
Auditory Feedback ◽  
Future Research ◽  
Learning Behaviour ◽  
Feedback Mode ◽  
Practice Time

A description is given of an experiment in which we tried to show that visual feedback is more effective in intonation learning than auditory feedback. The factors in the experiment were feedback mode and practice time. The results showed a significant effect of visual feedback over auditory feedback, whereas amount of practice time doesn't seem to be a major factor. An analysis of learning behaviour of the subjects in the experiment revealed that feedback mode influences learning behaviour: subjects with visual feedback tend to practise more intensively than subjects with auditory feedback. Future research will concentrate on various factors related to intonation learning and the effectiveness of visual feedback, such as the role of age, mothertongue and degree of fluency in the second language.

Monitoring speech production and comprehension: Where is the second-language delay?

2018 ◽  
Vol 72 (7) ◽  
pp. 1601-1619
Author(s):  
Wouter PJ Broos ◽  
Wouter Duyck ◽  
Robert J Hartsuiker
Keyword(s):  
Second Language ◽  
Error Detection ◽  
Language Production ◽  
Time Course ◽  
Naming Task ◽  
English Speakers ◽  
Comprehension Monitoring ◽  
Response Latencies ◽  
Monitoring Task ◽  
Production Monitoring

Research on error monitoring suggests that bilingual Dutch–English speakers are slower to correct some speech errors in their second language (L2) as opposed to their first language (L1). But which component of self-monitoring is slowed down in L2, error detection or interruption and repair of the error? This study charted the time course of monitoring in monolingual English speakers and bilingual Dutch–English speakers in language production and language comprehension, with the aim of pinpointing the component(s) of monitoring that cause an L2 disadvantage. First, we asked whether phonological errors are interrupted more slowly in L2. An analysis of data from three speech error elicitation experiments indeed showed that Dutch–English bilinguals were slower to stop speaking after an error had been detected in their L2 (English) than in their L1 (Dutch), at least for interrupted errors. A similar L2 disadvantage was found when comparing the L2 of Dutch–English bilinguals to the L1 of English monolinguals. Second, monolingual English speakers and bilingual Dutch–English speakers performed a picture naming task, a production monitoring task, and a comprehension monitoring task. Bilingual English speakers were slower in naming pictures in their L2 than monolingual English speakers. However, the production monitoring task and comprehension monitoring task yielded comparable response latencies between monolinguals in their L1 and bilinguals in their L2, indicating that monitoring processes in L2 are not generally slower. We suggest that interruption and repair are planned concurrently and that the difficulty of repairing in L2 triggers a slow-down in L2 interruption.

scholarly journals Time-dependent Neural Processing of Auditory Feedback during Voice Pitch Error Detection

2011 ◽  
Vol 23 (5) ◽  
pp. 1205-1217 ◽  
Author(s):  
Roozbeh Behroozmand ◽  
Hanjun Liu ◽  
Charles R. Larson
Keyword(s):  
Error Detection ◽  
Auditory Feedback ◽  
Stimulus Presentation ◽  
Time Dependent ◽  
Neural Processing ◽  
Monitoring And Control ◽  
Neural Responses ◽  
Feedback Processing ◽  
Passive Listening ◽  
Error Detection And Correction

The neural responses to sensory consequences of a self-produced motor act are suppressed compared with those in response to a similar but externally generated stimulus. Previous studies in the somatosensory and auditory systems have shown that the motor-induced suppression of the sensory mechanisms is sensitive to delays between the motor act and the onset of the stimulus. The present study investigated time-dependent neural processing of auditory feedback in response to self-produced vocalizations. ERPs were recorded in response to normal and pitch-shifted voice auditory feedback during active vocalization and passive listening to the playback of the same vocalizations. The pitch-shifted stimulus was delivered to the subjects' auditory feedback after a randomly chosen time delay between the vocal onset and the stimulus presentation. Results showed that the neural responses to delayed feedback perturbations were significantly larger than those in response to the pitch-shifted stimulus occurring at vocal onset. Active vocalization was shown to enhance neural responsiveness to feedback alterations only for nonzero delays compared with passive listening to the playback. These findings indicated that the neural mechanisms of auditory feedback processing are sensitive to timing between the vocal motor commands and the incoming auditory feedback. Time-dependent neural processing of auditory feedback may be an important feature of the audio-vocal integration system that helps to improve the feedback-based monitoring and control of voice structure through vocal error detection and correction.

On bilinguals’ development of metalinguistic awareness and its transfer to L3 learning: The role of language characteristics

2016 ◽  
Vol 22 (3) ◽  
pp. 330-349 ◽  
Author(s):  
Kuan-Jung Huang
Keyword(s):  
Error Detection ◽  
Metalinguistic Awareness ◽  
Inflectional Morphology ◽  
Nonverbal Intelligence ◽  
Bilingual Advantage ◽  
Error Detection And Correction ◽  
Southern Min ◽  
Language Characteristics ◽  
The Impact

Aims: With language characteristics shown to be a factor mediating bilinguals’ metalinguistic awareness, the present study attempts to give a clearer picture of the impact of language characteristics, avoiding confounds such as exposure opportunities and language experiences, which previous studies with comparisons made between monolinguals and bilinguals were subject to. Design: Two groups of bilinguals speaking the same first language (L1) but different second languages (L2s) were tested for their performance on a morphosyntactic awareness task. Other confounds (L1 proficiency and nonverbal intelligence) were statistically controlled. Data and Analysis: After five outliers were deleted, data from 22 Chinese–English bilinguals and 20 Chinese–Southern Min bilinguals were analyzed, by mainly using analyses of covariance. Findings: The results showed that, with nonverbal intelligence and Chinese proficiency controlled for, Chinese–English bilinguals scored significantly higher than their counterparts only on the past tense suffix task, one tested feature in which Chinese and English differ but which both Chinese and Southern Min lack. They did not, however, differ on the other contrasting feature, present suffix, probably due to its inconsistent presence in English. The two groups showed no difference on subject–object–verb and inflectional negation features that both their L1s and L2s lack. Originality: Unlike the metalinguistic awareness measure (grammatical error detection and correction) commonly used in previous studies, our task was adapted into a version using an unlearned third language (L3) (Japanese), which could reflect children’s cross-language transfer of metalinguistic knowledge. Besides, our metamorphological awareness measure was focused on inflectional morphology, whose influence on the bilingual advantage should be important but has yet received scant attention in the earlier literature. Significance: The overall results cross-validated the important role of language characteristics in bilinguals’ development of metalinguistic awareness and suggested that the metamorphological awareness is likely to facilitate bilinguals’ learning of an L3.

scholarly journals Daur ʻIlm al-Lugah an-Nafsī fī Taʻlīm al-Lugah al-ʻArabiyyah li Gair an-Nāṭiqīn Bihā

2021 ◽  
Vol 3 (1) ◽  
pp. 11-20
Author(s):  
Imam Wahyudi ◽  
Zainuri Zainuri
Keyword(s):  
Second Language ◽  
Literature Review ◽  
Language Learners ◽  
Language Production ◽  
Second Language Learners ◽  
Native Speakers ◽  
Arabic Language ◽  
Teacher Factors ◽  
And Linguistics

Learning is a unit consisting of various factors that support each other. In learning Arabic, it is not only teacher factors and Arabic language material that must be considered, students as second language learners also need attention for the success of learning. The purpose of this article was to describe the role of psycholinguistics in learning Arabic for non-native speakers. Researchers used literature review to extract data from various sources. From the data obtained, it was known that the role of psycholinguistics in learning Arabic makes teachers able to understand the processes that occur in students when they listen, speak, read, or write. Psycholinguistics as an applied science between psychology and linguistics can be used to understand the behavior of second language learners, language acquisition, and language production and the processes that occur in it.

A Review of Studies on Languaging and Second Language Learning (2006-2017)

2017 ◽  
Vol 7 (12) ◽  
pp. 1222 ◽  
Author(s):  
Ruiying Niu ◽  
Lijia Li
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Production ◽  
Second Language Learning ◽  
Empirical Studies ◽  
Future Research ◽  
The Past ◽  
Growing Body ◽  
L2 Learning

Since Swain postulated the concept “languaging” in 2006 to capture the role of language production in second language (L2) learning, a growing body of empirical studies has been conducted on languaging. However, little research has reviewed these studies. The present paper reviews 15 empirical studies that were conducted over the past decade on languaging in L2 learning, followed Vygotsky’s socioculutral theory of mind, and directly took languaging as the treatment or part of the treatment. We distinguished task-prompted and teacher-imposed languaging in the paper. All studies reviewed focused on teacher-imposed languaging. On the basis of reviewing the foci and findings of the studies, we offer our critical comments and recommendations for future research.

scholarly journals Input, Interaction, and Second Language Production

1994 ◽  
Vol 16 (3) ◽  
pp. 283-302 ◽  
Author(s):  
Susan M. Gass ◽  
Evangeline Marlos Varonis
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Task Performance ◽  
Language Production ◽  
Native Speakers ◽  
Nonnative Speakers ◽  
Nonnative Speaker ◽  
The Relationship ◽  
Subsequent Task

The role of conversational interactions in the development of a second language has been central in the recent second language acquisition literature. While a great deal is now known about the way in which nonnative speakers interact with native speakers and other nonnative speakers, little is known about the lasting effects of these interactions on a nonnative's linguistic development. This paper specifically investigates the relationship among input, interaction, and second language production. Through data from native–nonnative speaker interactions in a direction-giving task, we show that both modified input and interaction affect task performance. However, only interaction has an effect on subsequent task performance.

scholarly journals The role of extensive recasts in error detection and correction by adult ESL students

2016 ◽  
Vol 6 (1) ◽  
pp. 19-41 ◽  
Author(s):  
Laura Hawkes ◽  
Hossein Nassaji
Keyword(s):  
Reaction Time ◽  
Error Detection ◽  
Statistical Significance ◽  
Communicative Interaction ◽  
Adult Esl ◽  
Error Detection And Correction ◽  
Original Definition ◽  
Written Test ◽  
Definition Of

Most of the laboratory studies on recasts have examined the role of intensive recasts provided repeatedly on the same target structure. This is different from the original definition of recasts as the reformulation of learner errors as they occur naturally and spontaneously in the course of communicative interaction. Using a within-group research design and a new testing methodology (video-based stimulated correction posttest), this laboratory study examined whether extensive and spontaneous recasts provided during small-group work were beneficial to adult L2 learners. Participants were 26 ESL learners, who were divided into seven small groups (3-5 students per group), and each group participated in an oral activity with a teacher. During the activity, the students received incidental and extensive recasts to half of their errors; the other half of their errors received no feedback. Students’ ability to detect and correct their errors in the three types of episodes was assessed using two types of tests: a stimulated correction test (a video-based computer test) and a written test. Students’ reaction time on the error detection portion of the stimulated correction task was also measured. The results showed that students were able to detect more errors in error+recast (error followed by the provision of a recast) episodes than in error-recast (error and no recast provided) episodes (though this difference did not reach statistical significance). They were also able to successfully and partially successfully correct more errors in error+recast episodes than in error-recast episodes, and this difference was statistically significant on the written test. The reaction time results also point towards a benefit from recasts, as students were able to complete the task (slightly) more quickly for error+recast episodes than for error-recast episodes.

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