Synchronizing Perceptual and Lexical Abilities in Second Language Acquisition

ongoing

The proposed research project aims to investigate the divergence between perceptual and lexical abilities in adults’ non-native speech learning. Previous research has shown that good perceptual abilities of non-native sounds do not necessarily facilitate word learning and spoken word recognition among L2 learners at different proficiency levels (e.g., Llompart, 2021; Pelzl et al., 2019; Sebastián‐Gallés & Díaz, 2012). Even for advanced L2 learners who can perceive and identify the L2 sounds at high accuracy, processing of the non-native sounds in lexical tasks can still be challenging. This suggests that lexical representations may not be phonetically detailed until later in L2 learning, eventually leading to pronunciation difficulties and less intelligible communication. In this project, we will explore various training methods such as meaning-focused vs form-focused training, that can potentially bridge the gap between perceptual and lexical abilities in L2 speech learning. Additionally, we will examine how individual differences (ID) in cognitive abilities, such as auditory processing and working memory, interact with the various training methods and influence L2 speech learning outcomes. Understanding this interaction is crucial because learners with different cognitive profiles may respond differently to training methods, which can help identify personalized learning strategies. We will focus on two typologically distinct languages, Portuguese and Mandarin Chinese, which allow us to investigate both phonemic (segmental) and tonal (suprasegmental) properties in perceptual abilities and word learning. Our findings will significantly contribute to discussions on how to effectively develop linguistic representations across the lifespan and will have practical implications for tailoring L2 teaching and learning based on learners’ cognitive abilities.