L2 Speech Production Research Articles

Does perceptual high variability phonetic training improve L2 speech production? A meta-analysis of perception-production connection

Abstract This meta-analysis of 31 studies aimed to determine the effectiveness of perception-based high variability phonetic training (HVPT) for second language (L2) production learning and to identify learner-related and methodological variables that influence production gains. Based on independent effect sizes for 43 within-participant and 17 between-participant designs, small-to-medium effects of post-training improvement were found. The average production gains for trained items and untrained items were 10.50% and 4.50%, respectively. Neither strong support for long-term retention of production learning nor generalization to untrained stimuli was observed, however. Moderator analyses showed that post-training production gains were influenced by a number of factors related to learner profiles (age and learning context), training features (provision of phonetic information, training duration, and training time per session), and features of production tests (elicitation tasks, prompt modality, and outcome measures). The relationship between perception and production gains was negligible at the participant level, but was significant and moderate at the level of individual studies for post-training and retention data. These findings provide partial support for a perception-production link. This study makes several recommendations for future studies investigating the effects of HVPT on L2 speech production learning.

Task-generated processes in second language speech production: Exploring the neural correlates of task complexity during silent pauses

Abstract The last three decades have seen significant development in understanding and describing the effects of task complexity on learner internal processes. However, researchers have primarily employed behavioral methods to investigate task-generated cognitive load. Being the first to adopt neuroimaging to study second language (L2) task effects, we aimed to provide novel insights into the neural correlates of task-related variation in L2 oral production. To advance research methodology, we also tested the utility of a neuroimaging technique, functional magnetic resonance imaging (fMRI), in examining the impact of task-related variables on L2 speech production when combined with cognitive–behavioral tools (speech analysis, expert and learner judgments). Our research focus was the effects of task complexity on silent pausing. Twenty-four Japanese learners of English completed eight simple and complex versions of decision-making tasks, half in their first language and half in their L2. The dataset for the present study included the L2 speech and fMRI data, expert judgments, and participants’ difficulty ratings of the L1 and L2 tasks they completed. Based on our findings, we concluded that brain imaging and L1 task difficulty ratings were more sensitive to detecting task complexity effects than L2 self-ratings and pausing measures. These results point to the benefits of triangulating cognitive and neural data to study task-based neurocognitive processes.

Enhancing Second Language Speech: The Roles Of Task Repetition And Planning In Improving L2 English Production

This paper explores the impact of task repetition and planning conditions on the complexity, accuracy, and fluency (CAF) of second language (L2) speech production. By conducting a case study on an L2 English learner, the study investigates how the learner's speech performance is characterized under the CAF construct and how it is affected by task repetition, the absence of pre-task planning, and the presence of unpressured within-task planning. The study employs various measures to assess lexical and grammatical complexity, accuracy, and fluency. The findings suggest that while the lack of pre-task planning did not completely compromise complexity, accuracy remained low despite the unpressured within-task planning condition, and fluency was negatively impacted. However, task repetition led to improvements in all three dimensions of CAF. The paper concludes with pedagogical implications for L2 instruction, highlighting the importance of strategic and guided pre-task planning, multiple-task repetitions, and learner self-evaluation to enhance CAF in L2 speech production.

The Impact of Lexical Bundle Length on L2 Oral Proficiency

Lexical bundles (LBs) are crucial in L2 oral proficiency, yet their complexity in terms of length is under-researched. This study therefore examines the relationship between longer and shorter LBs and oral proficiency among 150 L2 learners of varying proficiency levels at a UK university. Through the analysis of oral presentation data (scores ranging from intermediate to advanced) and employing a combined text-internal and text-external approach (two- to five-word bundles), this study advances an innovative text-internal LB refinement procedure, thus isolating the unique contribution of LB length. Robust regression, dominance analysis, and random forest statistical techniques reveal the predictive power of bigram mutual information (MI) and longer three-to-five-word sequences on higher proficiency scores. Our results show that learners using higher MI score bigrams tend to perform better in their presentations, with a strong positive impact on scores (b = 14.38, 95% CI [8.01, 20.76], t = 4.42; dominance weight = 58.63%). Additionally, the use of longer three-to-five-word phrases also contributes to better performance, though to a lesser extent (dominance weight = 18.80%). These findings highlight the pedagogical potential of a nuanced approach to the strategic deployment of LBs, particularly bigram MI, to foster oral proficiency. Suggestions for future LB proficiency research are discussed in relation to L2 speech production models.

Substitution Patterns of the English Voiced Interdental Fricative by L1 Costa Rican Spanish Speakers

L1 Spanish speakers learning English struggle to produce the English voiced interdental fricative [ð]. This is surprising as [ð] occurs naturally in Spanish as an intervocalic allophone of /d/. To investigate Spanish speakers’ production of [ð] in English, I conducted a study with ten L1 Costa Rican Spanish/L2 English speakers. The results show that English voiced interdental fricatives were produced with target pronunciation 43.4% (214/494) of the time and were substituted in the remaining 56.6% (280/494). It was determined that target-sound substitution patterns depend on the phonological contexts in which the target sound occurs (word-initial vs. intervocalic), and the type of speaking task (reading vs. spontaneous). I interpret these results as partially due to phonological transfer: L1 allophonic information affects L2 speech production. The results also show that the realization of the segments is affected by the different experimental tasks: speakers have more target-like production in tasks where there is an opportunity for more careful pronunciation (reading task) than in more spontaneous ones. Finally, I argue that the unexpected appearance of the alveolar tap [ɾ] is due to an interaction between the English /d/ tapping allophone rule and the status of [d] and [ð] in the learner’s interlanguage.

Clarifying the role of inhibitory control in L2 phonological processing: A preregistered, close replication of Darcy et al. (2016)

Abstract Darcy et al. (2016) examined the relationship between language abilities and general cognition, or specifically, how inhibitory control might relate to L2 speech perception and production. Given that their findings unexpectedly indicated a stronger relationship between inhibitory control and perception in comparison to inhibitory control and production, and because inhibitory control was measured using a single, retrieval-induced inhibition task, the current study is a close replication with the inclusion of two additional tasks of intentional inhibition: the Stroop task and the Simon task. A comparison of the descriptive statistics for the tests of phonological processing and retrieval-induced inhibition between the initial study and current replication indicated negligible differences between the two participant samples. However, results of the partial correlation analyses in the current replication did not indicate clear relationships between phonological variables and inhibitory control. Possible explanations for the different patterning of results and implications for future replications are discussed.

Analysing the acoustic evidence of consonant productions among students at the university level

Learners of English as a second language (L2) whose first language (L1) is Indonesian tend to struggle to produce aspirated consonants. This study investigates whether the difficulties came from the interference of the L1 for the production of these sounds: [k], [b], [d], [g] in the final positions, and [p] and [t] in the stressed syllable. This study involved two cohorts of English department university students with different levels of fluency in L2 speech production. The L2 learners were asked to pronounce 25 words from a textbook previously used to teach them. The L2 learners were exposed to a British English-speaking speech model, which became a benchmark for the L2 learners’ pronunciation by asking them to imitate the pronunciation. Annotation of data was conducted twice by a second annotator to ensure the objectivity of the scores given to the L2 learners which was analised using paired sample t-test. Findings suggest that the sounds with the lowest success rate of production were [p] in the stressed syllable, [k], and [g] in the final position. The production was unsuccessful because the L2 learners did not have phonological awareness of how the L2 consonant sounds were produced near-natively and were affected by their L1. The lack of awareness led to the failure to produce [p], [k], and [g] sounds because these sounds did not exist in their L1 and interference of the L1 was embed to the L2 speech production. The format analysis results using PRAAT indicate that there is an improvement in the participants’ pronunciation after exposure to the native speaker’s speech sound. The implication of this research is paramount for L2 learners and lecturers in highlighting the importance of targeted instruction and intervention to address the challenges in speech production. Contrasting the phonetic features of L1 and L2 sounds helped the learners to defer interference in their L2 speech production. This study encourages continuous assessment of L2 learners to ensure that they maintain the consistency of speech production to sound near-native.

Investigating the Correlation between English Spoken Fluency and Working Memory Capacity in both Dialogic and Monologic Presentations

Studies on second language (L2) speech fluency recommend studying fluency in a dialogic context. In response to the researchers' calls, this study introduced monologic and dialogic tasks to investigate the various aspects of speed, breakdown, and repair fluency in the oral performancemost L2 fluency studies have looked at oral fluency in a monologic task. Dialogue is the more authentic and natural way of communication, which is apparent in everyday language use. Currently, there is a scarcity of research examining dialogue fluency in non-native bilingual speakers who share the same L2. The existing body of research on language learning and processing has underscored significant connections between individual differences (IDs) in working memory capacity (WMC) and models of L2 speech production in both first language (L1). Nevertheless, it remains unclear whether variations in WMC are linked to dysfluency in L2 monologue and dialogue. Therefore, this study also aimed to fill this gap in the literature by investigating the correlation between utterance fluency in both monologue and dialogue and WMC. A total of 64 undergraduate Saudi students were given various tasks as part of the study. An argumentative task was presented as a monologue focused on a prevalent topic in the participants’ country. In contrast, during a dialogic discussion task, 32 pairs engaged in exchanging opinions on a popular subject in their country. Additionally, participants underwent two challenging working memory (WM) tests: the Operation Span Test and the Backward Digit Span Test. The findings aligned with prior research, indicating that L2 participants demonstrated greater fluency in dialogue compared to monologue, as evident in speed and breakdown measures of utterance fluency. Interestingly, WMC did not emerge as a robust predictor for variations in L2 oral performances between monologue and dialogue.

Sensorimotor Adaptation to Formant-Shifted Auditory Feedback Is Predicted by Language-Specific Factors in L1 and L2 Speech Production.

Auditory feedback plays an important role in the long-term updating and maintenance of speech motor control; thus, the current study explored the unresolved question of how sensorimotor adaptation is predicted by language-specific and domain-general factors in first-language (L1) and second-language (L2) production. Eighteen English-L1 speakers and 22 English-L2 speakers performed the same sensorimotor adaptation experiments and tasks, which measured language-specific and domain-general abilities. The experiment manipulated the language groups (English-L1 and English-L2) and experimental conditions (baseline, early adaptation, late adaptation, and end). Linear mixed-effects model analyses indicated that auditory acuity was significantly associated with sensorimotor adaptation in L1 and L2 speakers. Analysis of vocal responses showed that L1 speakers exhibited significant sensorimotor adaptation under the early adaptation, late adaptation, and end conditions, whereas L2 speakers exhibited significant sensorimotor adaptation only under the late adaptation condition. Furthermore, the domain-general factors of working memory and executive control were not associated with adaptation/aftereffects in either L1 or L2 production, except for the role of working memory in aftereffects in L2 production. Overall, the study empirically supported the hypothesis that sensorimotor adaptation is predicted by language-specific factors such as auditory acuity and language experience, whereas general cognitive abilities do not play a major role in this process.

Speaking anxiety and task complexity effects on second language speech

AbstractThe association between speaking anxiety and L2 speech production, including L2 pronunciation, remains largely under‐researched, especially in relation to task complexity. The present study investigates the effect of task complexity on speaking anxiety and their impact on specific dimensions of L2 speech production: speaking fluency (speed, breakdown, and repair) and accuracy (grammar, lexis and pronunciation); and global assessments of L2 speaking performance: accentedness and comprehensibility. Forty‐two Spanish learners of English performed simple and complex versions of a monologic oral narrative task. The results indicated that task complexity affected learners’ anxiety levels and was detrimental to their L2 speaking fluency, pronunciation accuracy, and accentedness. Moreover, higher self‐perceived anxiety was associated with lower breakdown fluency and less lexico‐grammatical accuracy. Last, once the contributions of L2 proficiency and working memory were controlled for, anxiety accounted for a significant 13%–15% of variance in breakdown fluency.

Behavioral and ERP evidence of differences in pitch feedback control in late bilinguals’ L1 and L2 speech production

AbstractThis study compared late bilinguals’ pitch feedback control in L1 and L2 production using a frequency-altered feedback paradigm in which participants read target words while presented with unexpected pitch-shift in their voice feedback. Variables of language (L1 or L2) and perturbation magnitudes (0, 100, 200, or 400 cents) were manipulated. Behaviorally, participants produced larger magnitudes but longer latencies of vocal compensation in L2 than in L1 production, suggesting that L2 pitch feedback control has greater importance but lower efficiency. Event-related potential findings demonstrated that 400-cent shifts elicited greater N1 amplitudes than those in the 0-cent baseline condition in L1 production. This difference was non-significant in L2 production, implying different neural processing of unaltered feedback and externally-generated feedback in L1 and L2 production. Participants’ vocal compensation and P2 amplitudes were similarly modulated by pitch-shift in L1 and L2 production, implying a similar gating mechanism to correct internal and external errors.

The role of L1 in L2 speech production at different stages of L2 development: Evidence from L2 Chinese oral production of verb-phrase ellipsis by English and Korean speakers.

The article reports on an empirical study investigating the role of L1 at the initial and developmental stages of L2 speech production. It examines two types of Chinese verb- phrase-ellipsis, ΣP-ellipsis licensed by the auxiliary shi 'BE' and vP-ellipsis licensed by the other auxiliaries, in 45 English and 45 Korean adult speakers' L2 Chinese speech production. An elicited imitation task was administered to L2 learners at beginner, intermediate and advanced Chinese proficiency levels. L1 influence is not observed at beginner levels, but it appears at intermediate and advanced levels, L1 influence disappears at different time in English and Korean learners' oral production of verb-ellipsis and ΣP-ellipsis. It is proposed that the absence of L1 influence at beginner levels is due to a breakdown of syntax-stylistics interface and beginners' difficulty in implementing checking and deleting operations in their L2 oral production. The different timings of the disappearance of L1 influence in the two language groups at advanced levels is attributed to interactions between the persistence of L1 influence and the computational complexity involved in the target elliptical structures.

Speech competence and speech performance

AbstractThis study examined Chinese-as-a-second-language (L2 Chinese) learners’ speech production ability from a dual perspective: speech competence and speech performance. A total of 118 valid L2 Chinese learners finished two developed tests in this study, namely, the Chinese speech competence test and the Chinese speech performance test. The results suggested that L2 Chinese learners’ speech competence and speech performance, as a twofold rendering of their L2 speech production ability, not only showed a significant positive correlation with a large effect size (Pearson’sr = .598) but also significantly predicted each other with a large effect size (Cohenf2 = .555). However, such large effect sizes of the correlation and the prediction between speech competence and speech performance were not supported among the upper-intermediate L2 Chinese learners. This suggested that the development between speech competence and speech performance may be more unbalanced among the upper-intermediate L2 Chinese learners compared with their advanced counterparts. The study adds evidence to the call for a multidimensional evaluation of L2 speech production ability. It is hoped that the dual approach (i.e., speech competence and speech performance) proposed in the present study may contribute to a more comprehensive evaluation of learners’ L2 Chinese speech production ability. Consequently, classroom-based teaching can be tailored to facilitate a more balanced development of L2 Chinese learners’ speech competence and speech performance.

TDCS modulates speech perception and production in second language learners

Accurate identification and pronunciation of nonnative speech sounds can be particularly challenging for adult language learners. The current study tested the effects of a brief musical training combined with transcranial direct current stimulation (tDCS) on speech perception and production in a second language (L2). The sample comprised 36 native Hebrew speakers, aged 18–38, who studied English as L2 in a formal setting and had little musical training. Training encompassed musical perception tasks with feedback (i.e., timbre, duration, and tonal memory) and concurrent tDCS applied over the left posterior auditory-related cortex (including posterior superior temporal gyrus and planum temporale). Participants were randomly assigned to anodal or sham stimulation. Musical perception, L2 speech perception (measured by a categorical AXB discrimination task) and speech production (measured by a speech imitation task) were tested before and after training. There were no tDCS-dependent effects on musical perception post-training. However, only participants who received active stimulation showed increased accuracy of L2 phoneme discrimination and greater change in the acoustic properties of L2 speech sound production (i.e., second formant frequency in vowels and center of gravity in consonants). The results of this study suggest neuromodulation can facilitate the processing of nonnative speech sounds in adult learners.

Disfluency and self‐repair in presentational and interpersonal speech modalities

AbstractThe current study investigated disfluency and self‐repair in L2 presentational and interpersonal speech to determine whether speech modes may affect L2 self‐repair. Knowledge of self‐initiated repair behavior in L2 speech is particularly relevant for understanding psycholinguistic processes of L2 speech production. Different speech modes, such as presentational and interpersonal speech, may provide distinct psychological and discourse conditions for eliciting speech. Although presentational and interpersonal communicative skills are deemed crucial subskills of L2 ability, little research has examined whether patterns of L2 disfluency and self‐repair may vary between the two speech modes. The current study examined the distributions and rates of different types of disfluency signals, reparanda, and repair strategies manifested in presentational and interpersonal speech by advanced L2 Chinese speakers. The results revealed that in both speech modes, advanced Chinese speakers allocated significant repairing effort to correct lexical items and reformulate messages. The distributions and rates of different types of self‐repair exhibited significant between‐mode differences. The findings indicate that speaking practice through different modes may facilitate the development of L2 speaking skills in different areas. Further research is still needed to examine disfluency and self‐repair in various speech modes and with different L2 proficiency levels and task conditions.

Production of the English “sh” by L2 Thai Learners: An Acoustic Study

L2 sound production might vary in accordance with factors such as the vowel context and L2 experience held. This study investigates the production of the English “sh” by L2 Thai learners via acoustic analysis. The target sounds in this study were those in the initial position in three vowel contexts: high, low and back. The data were drawn from 48 subjects who were Thai undergraduate students. This sample was divided between two groups: high-experienced and low-experienced. All read the stimuli with the target sound in a carrier phrase. From this, their production was acoustically analysed with six acoustic measurements; duration, peak location, centroid, SD, skewness and kurtosis. The findings show that the English /ʃ/ produced by the high-experienced group was different from the English [ʃ] produced by the low-experienced group in many acoustic measurements. Furthermore, the English [ʃ] produced by the low-experienced group was found not to be different from the Thai [tɕʰ] in many acoustic aspects. These findings suggest that L2 experience supports L2 speech production. They also showed the effect of vowel context in relation to peak location and duration, as suggests the consideration of vowel context in the teaching of the L2 speech sounds.

Understanding Individual Differences in Metacognitive Strategy Use, Task Demand, and Performance in Integrated L2 Speaking Assessment Tasks.

This study investigated the concept of individual differences (IDs) in the use of metacognitive strategies (planning, problem-solving, monitoring, and evaluating) and its relationship with task demand and learner performance within Kormos’ Bilingual Speech Production Model from the lens of Chinese English-as-foreign-language (EFL) learners in the context of integrated L2 speaking assessment. To measure metacognitive strategies, we administered an inventory on 134 Chinese EFL learners after they completed four integrated L2 speaking assessment tasks. Descriptive analysis and multiple linear regression were adopted for data analysis, and results show that: (a) IDs displayed variance in Chinese EFL learners’ metacognitive strategy use; (b) among the four metacognitive strategies under investigation, problem-solving was reported to be used the most frequently in sharp contrast to monitoring, which had the lowest frequency; (c) metacognitive strategies worked interactively, responding to task demands involved in the four integrated L2 speaking assessment tasks; and (d) Chinese EFL learners’ use of metacognitive strategies, in individual and interactive working modes, had no relationship with their speaking performance. These results are expected to present some insights into the role of IDs in metacognitive strategy use during L2 speech production under assessment conditions, which will add robust evidence to the existing literature on L2 speaking, in particular on metacognitive strategy use in L2 speaking assessment. In the meantime, the findings will provide some empirical validation support for Kormos’ model, which will further provide some implications for L2 speaking instruction and L2 assessment.

Investigating L2 Speech Production through Verbal Reports: A Systematic Review of Recent Studies

Introspective verbal reports have been incorporated into many studies on L2 reading and writing. In contrary, they are less utilised in studies on L2 listening and speaking. The objective of this review is to describe the use of verbal reports in recent studies on L2 speech production. The studies were identified through a comprehensive search across two (2) online databases: the Education Resources Information Center (ERIC) database and the Language and Speech (LAS) journal database. In particular, the search was restricted to studies published in the past ten (10) years (January 2012 to December 2021). A total of six (6) studies on different aspects of L2 speech production that met the predetermined selection criteria were identified and reviewed. All of the studies are set within the ESL/EFL context. The review resulted in two (2) major findings. Firstly, the verbal reports in recent studies on L2 speech production are all retrospective reports or stimulated recalls. Secondly, the verbal reports mostly played the role of triangulation to confirm and explain the data from other research instruments about the main construct being studied. Moreover, verbal reports revealed the psycholinguistic processes behind L2 learners’ speech including processes associated with bilingual speech production. Based on the review’s results, suggestions related to the use of verbal reports in future studies on L2 speech production were made.

The Influence of Cognitive, Affective, and Sociocultural Individual Differences on L2 Chinese Speech Performance: A Multiple Indicators Multiple Causes Approach.

Informed by Segalowitz's (Cognitive bases of second language fluency, Routledge, 2010) L2 speech production model and MacIntyre et al.'s (Mod Lang J 82(4):545-562, 1998. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x ) L2 willingness to communicate model, this study sought to understand the influence of cognitive, affective and sociocultural individual differences on advanced learners' L2 Chinese speech performance. A total of 240 advanced L2 Chinese learners in China participated in the study. The participants' perceptions of the impact of cognitive, affective, and sociocultural factors on their L2 Chinese speech performance were measured by an adapted questionnaire. A speaking test, following the Hanyu Shuiping Kouyu Kaoshi (HSKK, an international standardized L2 Chinese speaking proficiency test for non-native speakers), was employed to evaluate the participants' L2 Chinese speech performance. The results of multiple indicators multiple causes (MIMIC) analysis show that (1) cognitive factors such as cognitive fluency, expression practice strategy, and assistance strategy, (2) affective factors such as speaking self-efficacy, speaking anxiety, and speaking motivation, and (3) sociocultural factors such as attitudes toward target language class and attitudes toward target language culture jointly influence advanced L2 Chinese learners' speech performance. Results and implications of the present study are discussed for enhancinglearners' L2 Chinese speech performance.

How Does Creativity Affect Second Language Speech Production? The Moderating Role of Speaking Task Type

AbstractOur study investigated the role of creativity in second language (L2) speech production using a picture narrative and an open‐ended argumentative task administered to 60 Japanese‐speaking learners of English. Following recent findings in the field of psychology, the participants’ creativity was assessed in terms of cognitive dimensions (divergent thinking fluency, convergent thinking) and a personality dimension (openness to experience). Participants’ speaking performance was analyzed using a set of complexity, accuracy, fluency and discourse measures. The results of hierarchical multiple regression analyses showed that both divergent thinking fluency and convergent thinking played a role in the cohesion of speech (indexed by the frequency of connectives) in both speaking tasks, while only in the argumentative task did divergent thinking fluency contribute to an increase in the amount of information (indexed by the total number of words produced). Meanwhile, openness to experience was found to enhance syntactic and lexical complexity only in the picture narrative task. These findings suggest that speakers’ creativity is linked to syntactic and lexical sophistication and discourse aspects of L2 oral performance, all of which are related to conceptualization processes in L2 speech production.