Investigating the role of attention in phonetic learning

Guion, Susan G.; Pederson, Eric

doi:10.1075/lllt.17.09gui

Cited by 180Phonetics and Phonology ResearchEFL/ESL Teaching and LearningCategorization, perception, and language

Investigating the role of attention in phonetic learning

Guion, Susan G., Pederson, Eric·2007·Language Learning & Language Teaching

DOI 10.1075/lllt.17.09gui

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Abstract

Flege’s Speech Learning Model posits that adult second language learners retain the abilities of child learners for the perception and formation of novel phonetic categories. For novel categories to be formed, learners must discern at least some of the phonetic differences between the novel L2 and the closest L1 sound. However the model does not fully specify the mechanisms by which learners may come to discern relevant phonetic differences. This paper presents two studies investigating learners’ abilities to attend to novel perceptual dimensions and the effect of attention on discerning phonetic differences. In one study, English, Mandarin, Japanese, and advanced late-learners of Mandarin gave similarity judgments of synthesized tones. Mandarin listeners judged on the basis of both average F0 and F0 slope. English and Japanese listeners did not use slope, whereas advanced Mandarin learners did. This suggests that late-learners can learn to attend to novel perceptual dimensions. In the other study, English monolinguals were grouped into those instructed to attend to Hindi phonetic contrasts and those instructed to attend to sound-meaning correspondences of the same stimuli. For the novel [???-??] contrast, the sound-attending group showed better discrimination post-training. This suggests that with explicit directing of attention, adult learners can better discern novel phonetic contrasts.

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Recent data suggest attention plays a role in adult second-language phonetic learning.
“Recent data suggest a role for attention in adult second-language phonetic learning as well (Guion and Pederson, 2007).”
From Brain mechanisms in early language acquisition (2010) · cites this paper as Guion and Pederson, 2007

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Page 1 The role of orienting attention for learning novel phonetic categories Authors ’ address:
Guion, S. G., & Pederson, E. R. A. (2008)
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Authors: Guion, S. G., & Pederson, E.
ORCID: Pederson, Eric
Venue: Language Learning & Language Teaching
Publisher: John Benjamins Publishing Company
Published: 2007-01-17
Pages: 57-77
ISSN: 1569-9471 (ISSN-L)
DOI: 10.1075/lllt.17.09gui
OpenAlex: W2477012804
Semantic Scholar: a01b5aa1d73d90df1dd295540e9e506c573a3954
Cited by: 180
References: 26
Citations by year: 2026: 3 · 2025: 3 · 2024: 4 · 2023: 22 · 2022: 11 · 2021: 9 · 2020: 8 · 2019: 8 · 2018: 3 · 2017: 9 · 2016: 19 · 2015: 28 · 2014: 9 · 2013: 9 · 2012: 10
FWCI: 18.57
Type: book chapter
Language: en
Open access: closed
Locations: Language learning and language teaching (publishedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Phonetics and Phonology Research
Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Social Sciences › Psychology › Experimental and Cognitive Psychology › Categorization, perception, and language
Keywords: attention, phonetic learning, second language phonology, Mandarin tones, fundamental frequency, late learners, phonetic discrimination, adult second language learners

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Investigating the role of attention in phonetic learning

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