Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
2021
|
| Schlagworte: | |
| Online-Zugang: | https://eric.ed.gov/?id=EJ1325371 |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| _version_ | 1867181902566260736 |
|---|---|
| author | Zhang, Xiaojuan Cheng, Bing Zhang, Yang |
| author_facet | Zhang, Xiaojuan Cheng, Bing Zhang, Yang Zhang, Xiaojuan Cheng, Bing Zhang, Yang |
| collection | Education Resources Information Center |
| contents | The Role of Talker Variability in Nonnative Phonetic Learning: A Systematic Review and Meta-Analysis Zhang, Xiaojuan Cheng, Bing Zhang, Yang Meta Analysis Phonetics Second Language Learning Language Variation Databases Effect Size Outcomes of Education Second Language Instruction Auditory Perception Generalization Teaching Methods Speech Communication Search Strategies Purpose: High-variability phonetic training (HVPT) has been found to be effective on adult second language (L2) learning, but results are mixed in regards to the benefit of multiple talkers over single talker. This study provides a systematic review with meta-analysis to investigate the talker variability effect in nonnative phonetic learning and the factors moderating the effect. Method: We collected studies with keyword search in major academic databases including EBSCO, ERIC, MEDLINE, ProQuest Dissertations & Theses, Elsevier, Scopus, Wiley Online Library, and Web of Science. We identified potential participant-, training-, and study-related moderators and conducted a random-effects model meta-analysis for each individual variable. Results: On the basis of 18 studies with a total of 549 participants, we obtained a small-level summary effect size (Hedges' g = 0.46, 95% confidence interval [CI; 0.08, 0.84]) for the immediate training outcomes, which was greatly reduced (g = -0.04, 95% CI [-0.46, 0.37]) after removal of outliers and correction for publication bias, whereas the effect size for immediate perceptual gains was nearly medium (g = 0.56, 95% CI [0.13, 1.00]) compared with the nonsignificant production gains. Critically, the summary effect sizes for generalizations to new talkers (g = 0.72, 95% CI [0.15, 1.29]) and for long-term retention (g = 1.09, 95% CI [0.39, 1.78]) were large. Moreover, the training program length and the talker presentation format were found to potentially moderate the immediate perceptual gains and generalization outcomes. Conclusions: Our study presents the first meta-analysis on the role of talker variability in nonnative phonetic training, which demonstrates the heterogeneity and limitations of research on this topic. The results highlight the need for further investigation of the influential factors and underlying mechanisms for the presence or absence of talker variability effects. |
| format | Recurso educativo Open Access |
| id | eric_EJ1325371 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2021 |
| record_format | eric |
| spellingShingle | The Role of Talker Variability in Nonnative Phonetic Learning: A Systematic Review and Meta-Analysis Zhang, Xiaojuan Cheng, Bing Zhang, Yang Meta Analysis Phonetics Second Language Learning Language Variation Databases Effect Size Outcomes of Education Second Language Instruction Auditory Perception Generalization Teaching Methods Speech Communication Search Strategies The Role of Talker Variability in Nonnative Phonetic Learning: A Systematic Review and Meta-Analysis Zhang, Xiaojuan Cheng, Bing Zhang, Yang Meta Analysis Phonetics Second Language Learning Language Variation Databases Effect Size Outcomes of Education Second Language Instruction Auditory Perception Generalization Teaching Methods Speech Communication Search Strategies Purpose: High-variability phonetic training (HVPT) has been found to be effective on adult second language (L2) learning, but results are mixed in regards to the benefit of multiple talkers over single talker. This study provides a systematic review with meta-analysis to investigate the talker variability effect in nonnative phonetic learning and the factors moderating the effect. Method: We collected studies with keyword search in major academic databases including EBSCO, ERIC, MEDLINE, ProQuest Dissertations & Theses, Elsevier, Scopus, Wiley Online Library, and Web of Science. We identified potential participant-, training-, and study-related moderators and conducted a random-effects model meta-analysis for each individual variable. Results: On the basis of 18 studies with a total of 549 participants, we obtained a small-level summary effect size (Hedges' g = 0.46, 95% confidence interval [CI; 0.08, 0.84]) for the immediate training outcomes, which was greatly reduced (g = -0.04, 95% CI [-0.46, 0.37]) after removal of outliers and correction for publication bias, whereas the effect size for immediate perceptual gains was nearly medium (g = 0.56, 95% CI [0.13, 1.00]) compared with the nonsignificant production gains. Critically, the summary effect sizes for generalizations to new talkers (g = 0.72, 95% CI [0.15, 1.29]) and for long-term retention (g = 1.09, 95% CI [0.39, 1.78]) were large. Moreover, the training program length and the talker presentation format were found to potentially moderate the immediate perceptual gains and generalization outcomes. Conclusions: Our study presents the first meta-analysis on the role of talker variability in nonnative phonetic training, which demonstrates the heterogeneity and limitations of research on this topic. The results highlight the need for further investigation of the influential factors and underlying mechanisms for the presence or absence of talker variability effects. |
| title | The Role of Talker Variability in Nonnative Phonetic Learning: A Systematic Review and Meta-Analysis |
| topic | Meta Analysis Phonetics Second Language Learning Language Variation Databases Effect Size Outcomes of Education Second Language Instruction Auditory Perception Generalization Teaching Methods Speech Communication Search Strategies |
| url | https://eric.ed.gov/?id=EJ1325371 |