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Learning to hear by learning to speak : the effect of articulatory training on Arab learners' English phonemic discrimination

Australian review of applied linguistics, 2013-01, Vol.36 (2), p.146-159 [Peer Reviewed Journal]

Copyright John Benjamins Publishing Company 2013 ;ISSN: 0155-0640 ;EISSN: 1833-7139 ;DOI: 10.1075/aral.36.2.02lin ;CODEN: ARALDL

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  • Title:
    Learning to hear by learning to speak : the effect of articulatory training on Arab learners' English phonemic discrimination
  • Author: Linebaugh, Gary ; Roche, Thomas
  • Subjects: Accuracy ; Arab students ; Arabic language ; Arabs ; Articulation (Speech) ; Auditory Discrimination ; Auditory Perception ; Control Groups ; English (Second language) ; English as a second language instruction ; English as an international language ; Experimental Groups ; Foreign Countries ; Language Research ; Oman ; Phonemes ; Phonemics ; Postsecondary education ; Pretests Posttests ; Pronunciation Instruction ; Pronunciation training ; Second Language Instruction ; Second Language Learning ; Second language teaching ; Semitic Languages ; Teaching methods ; University second language programs ; University students
  • Is Part Of: Australian review of applied linguistics, 2013-01, Vol.36 (2), p.146-159
  • Description: In this article the authors explore English pronunciation teaching within an English as an International Language (EIL) framework, arguing that teaching learners how to produce English phonemes can lead to an improvement in their aural ability. English as an Additional Language (EAL) learners often have difficulty discriminating between and producing specific sounds of the target language; Arabic speakers, for example, typically have difficulty distinguishing between /p/ and /b/ in words such as pin and bin. This study specifically investigates whether articulatory training in the production of these sounds improves the ability of Arabic speaking learners of English in Oman to perceptually discriminate those two sounds. Participants were in the first year of the English Language Studies program at Sohar University in Sohar, Oman having completed an English language foundation program which produces graduates with proficiency levels matching an overall equivalent IELTS score of 5.0, with no area skills area (e.g. speaking, listening) below 4.5. All subjects were native speakers of Arabic. The research indicates that explicit articulatory training in the production of two problematic sounds, /p/ and /b/, improves learners' ability to perceptually discriminate between the two. Following articulatory training, participants were better at correctly identifying which member of a minimal pair they heard (pack or back, for example), whereas simply providing focused aural exposure to those sounds, as advocated in the non-form focused intuitive-imitative approach, did not lead to similar improvement. This suggests that for sounds that are perceptually difficult for learners, complementing exposure as advocated by the intuitive-imitative approach with articulatory training may produce the best results in terms of segmental discrimination and ultimately target language production. The authors also point to evidence that accuracy in segmental production is especially relevant in the EIL context. [Author abstract, ed]
  • Publisher: Clayton: Applied Linguistics Association of Australia
  • Language: English
  • Identifier: ISSN: 0155-0640
    EISSN: 1833-7139
    DOI: 10.1075/aral.36.2.02lin
    CODEN: ARALDL
  • Source: Education Resources Information Center (ERIC)
    Alma/SFX Local Collection
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