Successful second language pronunciation learning is linked to domain-general auditory processing rather than music aptitude

Chaoqun Zheng,Kazuya Saito,Adam Tierney

doi:10.1177/0267658320978493

Chaoqun Zheng, Kazuya Saito + Show 1 more

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https://doi.org/10.1177/0267658320978493

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Abstract

Whereas a growing amount of attention has been directed to the role of perceptual-cognitive aptitude in successful second language (L2) lexicogrammar learning, scholars have begun to investigate the same topic in the context of L2 pronunciation learning. To date, there is ongoing discussion on the mechanism underlying L2 speech learning in relation to music aptitude and domain-general auditory processing ability. Situated within 48 moderately experienced Chinese learners of English in the UK (length of residence = one year), the current study examined the relationship between music aptitude, auditory perception, and L2 pronunciation proficiency. Results revealed that music aptitude and auditory processing were partially overlapping, whereas both abilities were independent of participants’ past and current L2 language learning experience. Whereas individual differences in auditory processing demonstrated significant associations with various dimensions of L2 pronunciation proficiency, music aptitude was only weakly predictive of prosodic aspects of L2 pronunciation proficiency. Comparatively, none of the experience variables were related to acquisition within the current dataset.

Highlights

Learning a second language (L2) after puberty is well-known to be subject to a great deal of individual variation
As for the relationship between auditory discrimination, music aptitude and experience (RQ1), results of the Pearson correlation revealed that melody production in music aptitude was significantly connected to pitch discrimination and marginally linked to formant discrimination, while rhythm production was not related to any dimensions of auditory processing abilities
These connections suggest that auditory processing abilities and music aptitude may be partially overlapping especially on spectral levels, but not on temporal levels

Summary

Introduction

Learning a second language (L2) after puberty is well-known to be subject to a great deal of individual variation. Even if two individuals spend the same amount of time practicing a target language, their final outcomes may differ greatly This could be in part due to the fact that certain individuals are perceptually and cognitively adept at making the most of every practice opportunity (i.e. they possess higher L2 learning aptitude), resulting in more advanced L2 proficiency (Doughty, 2019). In light of the ongoing discussion regarding the similarities between speech, music and language learning (Tierney et al, 2015), we highlight two overlapping abilities, music aptitude and auditory processing, as a framework of aptitude relevant to successful L2 pronunciation learning. According to Saito and Plonsky’s (2019) framework, L2 pronunciation proficiency can be further considered as a multifaceted phenomenon characterized by different constructs of measurement focus (global vs specific), scoring method (human judgments vs acoustic analyses), and processing type (controlled vs spontaneous). Since our raters assessed fluency by using the rubric of optimal speed (i.e. perceived fluency; Bosker et al, 2013), the terms ‘fluency’ and ‘optimal speed’ are used interchangeably for the rest of the article

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