Preschoolers benefit from a clear sound-referent mapping to acquire nonnative phonology
Previous studies have shown that visual information is a crucial input in early language learning. In the present study we examine what type of visual input helps preschoolers in acquiring nonnative phonological contrasts. Catalan/Spanish-speaking children (4–5 years, N = 47) participated in a task...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universitat Oberta de Catalunya (UOC) |
| Repositorio: | O2, repositorio institucional de la UOC |
| OAI Identifier: | oai:openaccess.uoc.edu:10609/150778 |
| Acceso en línea: | http://hdl.handle.net/10609/150778 https://doi.org/10.1017/S0142716420000600 |
| Access Level: | acceso abierto |
| Palabra clave: | children visual speech second language acquisition phonology contingency |
| id |
ES_9b349aa302dc24fc0b79a0dee463c8eb |
|---|---|
| oai_identifier_str |
oai:openaccess.uoc.edu:10609/150778 |
| network_acronym_str |
ES |
| network_name_str |
España |
| repository_id_str |
|
| spelling |
Preschoolers benefit from a clear sound-referent mapping to acquire nonnative phonologyEsteve-Gibert, NúriaMuñoz , Carmenchildrenvisual speechsecond language acquisitionphonologycontingencyPrevious studies have shown that visual information is a crucial input in early language learning. In the present study we examine what type of visual input helps preschoolers in acquiring nonnative phonological contrasts. Catalan/Spanish-speaking children (4–5 years, N = 47) participated in a task to assess their phonological discrimination abilities before and after a training. Three training conditions were presented: one with clear oral/visual speech information, one with an ostensive object-sound mapping, and one with a rich social interaction. Children’s looking patterns were tracked to examine their focus of interest while being trained. Results revealed that preschoolers’ discrimination abilities increase in all trained conditions, but the condition where the speaker created an ostensive object–sound mapping led to higher long-term gains (especially for younger children). Eye-tracking results further showed that children looked to the object of reference while being exposed to the novel phonological input, which may explain the higher learning gains in this condition. Our results indicate that preschoolers’ learning of nonnative phonological contrasts is particularly boosted when the speech input is accompanied by an object of reference that is signaled ostensively and contingently in the visual space, compared to when the visual space only contains clear oral/visual speech information or social interactivity cues.Cambridge University Press202420242021info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10609/150778https://doi.org/10.1017/S0142716420000600reponame:O2, repositorio institucional de la UOCinstname:Universitat Oberta de Catalunya (UOC)InglésApplied Psycholinguistics, 2021, 42(1)https://doi.org/10.1017/S0142716420000600CC BY-NC-NDhttp://creativecommons.org/licenses/by-nc-nd/4.0/es/info:eu-repo/semantics/openAccessoai:openaccess.uoc.edu:10609/1507782026-05-28T12:42:01Z |
| dc.title.none.fl_str_mv |
Preschoolers benefit from a clear sound-referent mapping to acquire nonnative phonology |
| title |
Preschoolers benefit from a clear sound-referent mapping to acquire nonnative phonology |
| spellingShingle |
Preschoolers benefit from a clear sound-referent mapping to acquire nonnative phonology Esteve-Gibert, Núria children visual speech second language acquisition phonology contingency |
| title_short |
Preschoolers benefit from a clear sound-referent mapping to acquire nonnative phonology |
| title_full |
Preschoolers benefit from a clear sound-referent mapping to acquire nonnative phonology |
| title_fullStr |
Preschoolers benefit from a clear sound-referent mapping to acquire nonnative phonology |
| title_full_unstemmed |
Preschoolers benefit from a clear sound-referent mapping to acquire nonnative phonology |
| title_sort |
Preschoolers benefit from a clear sound-referent mapping to acquire nonnative phonology |
| dc.creator.none.fl_str_mv |
Esteve-Gibert, Núria Muñoz , Carmen |
| author |
Esteve-Gibert, Núria |
| author_facet |
Esteve-Gibert, Núria Muñoz , Carmen |
| author_role |
author |
| author2 |
Muñoz , Carmen |
| author2_role |
author |
| dc.subject.none.fl_str_mv |
children visual speech second language acquisition phonology contingency |
| topic |
children visual speech second language acquisition phonology contingency |
| description |
Previous studies have shown that visual information is a crucial input in early language learning. In the present study we examine what type of visual input helps preschoolers in acquiring nonnative phonological contrasts. Catalan/Spanish-speaking children (4–5 years, N = 47) participated in a task to assess their phonological discrimination abilities before and after a training. Three training conditions were presented: one with clear oral/visual speech information, one with an ostensive object-sound mapping, and one with a rich social interaction. Children’s looking patterns were tracked to examine their focus of interest while being trained. Results revealed that preschoolers’ discrimination abilities increase in all trained conditions, but the condition where the speaker created an ostensive object–sound mapping led to higher long-term gains (especially for younger children). Eye-tracking results further showed that children looked to the object of reference while being exposed to the novel phonological input, which may explain the higher learning gains in this condition. Our results indicate that preschoolers’ learning of nonnative phonological contrasts is particularly boosted when the speech input is accompanied by an object of reference that is signaled ostensively and contingently in the visual space, compared to when the visual space only contains clear oral/visual speech information or social interactivity cues. |
| publishDate |
2021 |
| dc.date.none.fl_str_mv |
2021 2024 2024 |
| dc.type.none.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/acceptedVersion |
| format |
article |
| status_str |
acceptedVersion |
| dc.identifier.none.fl_str_mv |
http://hdl.handle.net/10609/150778 https://doi.org/10.1017/S0142716420000600 |
| url |
http://hdl.handle.net/10609/150778 https://doi.org/10.1017/S0142716420000600 |
| dc.language.none.fl_str_mv |
Inglés |
| language_invalid_str_mv |
Inglés |
| dc.relation.none.fl_str_mv |
Applied Psycholinguistics, 2021, 42(1) https://doi.org/10.1017/S0142716420000600 |
| dc.rights.none.fl_str_mv |
CC BY-NC-ND http://creativecommons.org/licenses/by-nc-nd/4.0/es/ info:eu-repo/semantics/openAccess |
| rights_invalid_str_mv |
CC BY-NC-ND http://creativecommons.org/licenses/by-nc-nd/4.0/es/ |
| eu_rights_str_mv |
openAccess |
| dc.format.none.fl_str_mv |
application/pdf application/pdf |
| dc.publisher.none.fl_str_mv |
Cambridge University Press |
| publisher.none.fl_str_mv |
Cambridge University Press |
| dc.source.none.fl_str_mv |
reponame:O2, repositorio institucional de la UOC instname:Universitat Oberta de Catalunya (UOC) |
| instname_str |
Universitat Oberta de Catalunya (UOC) |
| reponame_str |
O2, repositorio institucional de la UOC |
| collection |
O2, repositorio institucional de la UOC |
| repository.name.fl_str_mv |
|
| repository.mail.fl_str_mv |
|
| _version_ |
1869414485443215360 |
| score |
15,81155 |