title: Shifting Perceptual Weights in L2 Vowel Identification after Training.
abstract: Difficulties with second-language vowel perception may be related to the significant challenges in using acoustic-phonetic cues. This study investigated the effects of perception training with duration-equalized vowels on native Chinese listeners' English vowel perception and their use of acoustic-phonetic cues. Seventeen native Chinese listeners were perceptually trained with duration-equalized English vowels, and another 17 native Chinese listeners watched English videos as a control group. Both groups were tested with English vowel identification and vowel formant discrimination before training, immediately after training, and three months later. The results showed that the training effect was greater for the vowel training group than for the control group, while both groups improved their English vowel identification and vowel formant discrimination after training. Moreover, duration-equalized vowel perception training significantly reduced listeners' reliance on duration cues and improved their use of spectral cues in identifying English vowels, but video-watching did not help. The results suggest that duration-equalized English vowel perception training may improve non-native listeners' English vowel perception by changing their perceptual weights of acoustic-phonetic cues.
authors.affiliation: State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.
authors.forename: Wei
authors.initials: W
authors.lastname: Hu
authors.affiliation: State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.
authors.forename: Lin
authors.initials: L
authors.lastname: Mi
authors.affiliation: State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.
authors.forename: Zhen
authors.initials: Z
authors.lastname: Yang
authors.affiliation: State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.
authors.forename: Sha
authors.initials: S
authors.lastname: Tao
authors.affiliation: State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.
authors.forename: Mingshuang
authors.initials: M
authors.lastname: Li
authors.affiliation: State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.
authors.forename: Wenjing
authors.initials: W
authors.lastname: Wang
authors.affiliation: State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.|National Innovation Center for Assessment of Basic Education Quality, Beijing Normal University, Beijing, China.
authors.forename: Qi
authors.initials: Q
authors.lastname: Dong
authors.affiliation: Department of Communication Sciences and Disorders, University of Texas at Austin, Austin, Texas, United States of America.
authors.forename: Chang
authors.initials: C
authors.lastname: Liu
mesh_terms: D000161:Acoustic Stimulation; D000328:Adult; D000704:Analysis of Variance; D001302:Audiometry, Speech; D003463:Cues; D005260:Female; D006801:Humans; D007802:Language; D008297:Male; D019303:Multilingualism; D010700:Phonetics; D013060:Speech / Q000502:physiology; D013061:Speech Acoustics; D013067:Speech Perception / Q000502:physiology*; D055815:Young Adult