ERIC Number: ED048799
Record Type: RIE
Publication Date: 1971-Feb
Reference Count: 0
Auditory Discrimination and Identification in Foreign Language Learning.
The main purpose of this study was to investigate the validity of the assumption that auditory discrimination and pronunciation in a foreign language are closely related. If the assumption were to be well-founded, then it might be possible for foreign language students with high auditory discrimination ability to work alone in the language laboratory with appropriately structured materials and achieve near-native pronunciation. The design of the study involved developing and testing an instrument to measure auditory discrimination ability, which was followed by an investigation of the differential effects of two types of pronunciation training upon students with varying degrees of auditory discrimination ability as measured on that instrument. Some 200 subjects at the sixth-grade level participated in the experiment. Results indicate fundamental differences between mimicry and reproduction in second language learning. Consideration of the several perceptual tasks involved in responding to the stimuli presented in this study underscores the importance of distinguishing between the processes of discrimination and identification. Extensive use of statistical tables and charts illustrates experimental test results. (Author/RL)
Descriptors: Auditory Discrimination, Auditory Stimuli, Auditory Tests, Conditioning, Discrimination Learning, Educational Experiments, Hearing (Physiology), Instructional Program Divisions, Language Instruction, Language Laboratories, Language Research, Modern Languages, Morphophonemics, Phonemics, Pronunciation, Responses, Second Language Learning, Teaching Methods, Tests
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.