Augmented visual feedback in second language learning: Training Japanese post-alveolar flaps to American English speakers

Abstract

Recent studies suggest beneficial effects of kinematic feedback in the articulatory training of individuals with speech disorders [Katz et al. (2002)]. To better understand the nature of speech motor learning in healthy individuals, the present study examines how adult monolingual speakers of American English learn to produce a non‐native consonant: The Japanese post‐alveolar flap. Eight participants were randomly assigned to one of two training groups: (1) Conventional L2 training, and (2) conventional L2 training with electromagnetic articulography (EMA)‐based kinematic feedback on tongue tip position. Participants completed three baseline recording sessions, eight training sessions, and two post‐training sessions (four weeks after training). During training, participants practiced a total of 16 disyllabic non‐words containing the post‐alveolar flap in word‐initial or word‐medial position. Participants practiced trained words 20× in blocked fashion, with summarized oral feedback given after every five repetitions. The data were analyzed in terms of flap consonant duration. Preliminary results indicate: (1) Before training, participants produced longer flap durations than native Japanese speakers; (2) with training, flap durations approximated native norms; and (3) kinematic feedback with EMA appears to facilitate the acquisition of novel speech sound production.