Training the perception and production of English vowels /e/ and /æ/ by Cantonese-speaking secondary school students.

Wong, Wing Sze.Thesis (M.Phil.)--Chinese University of Hong Kong, 2010.Includes bibliographical references (leaves 215-241).Abstracts in English and Chinese; some appendixes include Chinese.Title Page --- p.iAcknowledgments --- p.iiAbstract --- p.ivTable of Contents --- p.viiiList of Tables --- p.xiiiList of Figures --- p.xviiChapter Chapter1 --- Introduction --- p.1Chapter Chapter2 --- Literature Review --- p.5Chapter 2.1 --- Phonology in Second Language Acquisition --- p.8Chapter 2.2 --- Modeling Speech Perception --- p.8Chapter 2.2.1 --- Speech Learning Model --- p.8Chapter 2.2.2 --- Perceptual Assimilation Model --- p.11Chapter 2.2.3 --- Native Language Magnet Model --- p.13Chapter 2.3 --- Linking Up Speech Perception and Production --- p.16Chapter 2.3.1 --- The Motor Theory --- p.17Chapter 2.3.2 --- The Direct Realist Approach to Speech Perception --- p.18Chapter 2.3.3 --- General Approach to Speech Perception --- p.20Chapter 2.4 --- Training in the Laboratory --- p.21Chapter 2.4.1 --- Discrimination vs. Identification Training --- p.22Chapter 2.4.2 --- High-Variability Phonetic Training (HVPT) --- p.25Chapter 2.4.3 --- Vowel Training Studies --- p.30Chapter 2.4.4 --- Perceptual Training on Production --- p.34Chapter 2.4.5 --- Summary of Previous Research --- p.38Chapter 2.5 --- Current Research Background --- p.38Chapter 2.5.1 --- Cantonese Vowel System vs. English Vowel System --- p.39Chapter 2.5.2 --- Cantonese Learners' Difficulties --- p.42Chapter 2.5.3 --- The Present Research --- p.44Chapter 2.6 --- Pilot Study --- p.45Chapter 2.6.1 --- Purpose --- p.45Chapter 2.6.2 --- Participants --- p.45Chapter 2.6.3 --- Procedures --- p.46Chapter 2.6.4 --- Results --- p.47Chapter 2.6.4.1 --- Perceptual Performance --- p.47Chapter 2.6.4.2 --- Production Performance --- p.49Chapter 2.6.5 --- Discussions & Suggestions --- p.50Chapter 2.7 --- Research Questions --- p.53Chapter Chapter3 --- Research Methodology --- p.54Chapter 3.1 --- Research Subjects --- p.54Chapter 3.2 --- Research Design and Procedures --- p.57Chapter 3.2.1 --- The Research Setting --- p.57Chapter 3.2.2 --- The Design in Details --- p.58Chapter 3.2.2.1 --- Before the Experiment: Preparation --- p.60Chapter 3.2.2.2 --- Phase 1: Pretest Phase --- p.61Chapter 3.2.2.2.1 --- Production Pretest: Word List Reading --- p.61Chapter 3.2.2.2.2 --- Perception Pretest: Identification test --- p.62Chapter 3.2.2.3 --- Phase 2: Training Phase --- p.65Chapter 3.2.2.3.1 --- The HVPT --- p.65Chapter 3.2.2.3.2 --- The LVPT --- p.67Chapter 3.2.2.3.3 --- Control --- p.67Chapter 3.2.2.4 --- Phase 3: Posttest Phase --- p.68Chapter 3.2.2.4.1 --- Production --- p.68Chapter 3.2.2.4.1.1 --- Production Post-test: Word List Reading --- p.68Chapter 3.2.2.4.1.2 --- Test of Contextualization (TC): Passage Reading --- p.68Chapter 3.2.2.4.2 --- Perception --- p.69Chapter 3.2.2.4.2.1 --- Perception Posttest: Identification Test --- p.69Chapter 3.2.2.4.2.1.1 --- Test of Generalization 1 (TG1): Identification Test --- p.69Chapter 3.2.2.4.2.1.2 --- Test of Generalization 2 (TG2): Identification Test --- p.69Chapter 3.2.3 --- Materials --- p.70Chapter 3.2.3.1 --- Stimuli --- p.70Chapter 3.2.3.2 --- Computer Training Programme --- p.73Chapter 3.2.3.3 --- Word Lists for Reading --- p.73Chapter 3.2.3.4 --- Technological Equipment --- p.74Chapter 3.2.3.5 --- Survey Forms --- p.74Chapter 3.2.4 --- Data Processing --- p.75Chapter 3.2.4.1 --- Data Transcription --- p.75Chapter 3.2.4.1.1 --- Procedures --- p.75Chapter 3.2.4.1.2 --- Reliability Checking --- p.76Chapter 3.2.4.1.2.1 --- Aim --- p.76Chapter 3.2.4.1.2.2 --- Intra-rater Reliability --- p.76Chapter 3.2.4.1.2.3 --- Inter-rater Reliability --- p.77Chapter 3.2.4.2 --- Data Scoring --- p.77Chapter 3.2.5 --- Data Analysis --- p.78Chapter Chapter4 --- Results --- p.79Chapter 4.1 --- Introduction --- p.79Chapter 4.2 --- Perceptual Performance --- p.80Chapter 4.2.1 --- Overall Performance --- p.80Chapter 4.2.2 --- Effects of the Training Approaches --- p.82Chapter 4.2.2.1 --- General Overview --- p.82Chapter 4.2.2.2 --- Statistical Analysis --- p.84Chapter 4.2.3 --- Effects of the Proficiency Level and Vowel Difference --- p.87Chapter 4.2.3.1 --- General Overview --- p.87Chapter 4.2.3.2 --- Statistical Analysis --- p.88Chapter 4.2.3.2.1 --- The HVPT Group --- p.88Chapter 4.2.3.2.2 --- The LVPT Group --- p.92Chapter 4.2.3.3 --- Summary --- p.94Chapter 4.2.4 --- Generalizability of the Training --- p.95Chapter 4.2.4.1 --- Test of Generalization 1 --- p.96Chapter 4.2.4.2 --- Test of Generalization 2 --- p.98Chapter 4.2.4.3 --- Summary --- p.100Chapter 4.2.5 --- Summing up the Results in Perceptual Identification Tests --- p.101Chapter 4.3 --- Production Performance --- p.102Chapter 4.3.1 --- Overall Performance --- p.102Chapter 4.3.2 --- Effects of the Training Approaches --- p.108Chapter 4.3.2.1 --- General Overview --- p.108Chapter 4.3.2.2 --- Statistical Analysis --- p.110Chapter 4.3.3 --- Effects of the Proficiency Level and Vowel Difference --- p.112Chapter 4.3.3.1 --- General Overview --- p.112Chapter 4.3.3.2 --- Statistical Analysis --- p.113Chapter 4.3.3.2.1 --- The HVPT Group..： --- p.113Chapter 4.3.3.2.2 --- The LVPT Group --- p.115Chapter 4.3.3.3 --- Summary --- p.119Chapter 4.3.4 --- Contextualizability of the Training --- p.120Chapter 4.3.5 --- Follow-up Acoustic Analysis for Production Posttest --- p.123Chapter 4.3.6 --- Summing up the Results in Production Tests --- p.130Chapter 4.4 --- Summary of the Chapter --- p.130Chapter Chapter5 --- Discussions --- p.132Chapter 5.1 --- Introduction --- p.132Chapter 5.2 --- Evaluation of the Training Approaches 一 Research Question 1 & 2 --- p.133Chapter 5.2.1 --- Review of Research Question 1 & 2 --- p.133Chapter 5.2.2. --- Perceptual Domain --- p.134Chapter 5.2.2.1 --- General Success of the HVPT and the LVPT Groupsin the Perceptual Learning --- p.135Chapter 5.2.2.1.1 --- Consistent Use of the Same Task --- p.135Chapter 5.2.2.1.2 --- Nature of the Training Tasks --- p.136Chapter 5.2.2.1.3 --- Use of Identification Tasks --- p.136Chapter 5.2.2.1.4 --- Adoption of Feedback --- p.137Chapter 5.2.2.2 --- Effectiveness of the HVPT over the LVPT --- p.138Chapter 5.2.2.2.1 --- Promotion of Selective Attention ´ؤ Supporting an Exemplar-based approach to Speech Perception --- p.139Chapter 5.2.2.2.2 --- Simulation of Real-life Experience --- p.141Chapter 5.2.3 --- Production Result --- p.142Chapter 5.2.3.1 --- The Relationship between Perception and Production --- p.143Chapter 5.2.3.1.1 --- The Motor Theory --- p.147Chapter 5.2.3.1.2 --- The Direct Realist Theory --- p.148Chapter 5.2.3.1.3 --- General Approach to Speech Perception --- p.149Chapter 5.2.4 --- Summary --- p.149Chapter 5.3 --- Generalizability of the Training Effects - Research Question 3 --- p.150Chapter 5.3.1 --- Review of Research Question 3 --- p.150Chapter 5.3.2. --- Perceptual Result --- p.151Chapter 5.3.2.1 --- Discussion of the Generalizability of the Training Effects --- p.152Chapter 5.3.3 --- Production Result --- p.156Chapter 5.3.3.1 --- Discussion of the results in Test of Contextualization --- p.157Chapter 5.3.4 --- Summary --- p.159Chapter 5.4 --- The Effect of Proficiency Groups - Research Question 4 --- p.160Chapter 5.4.1 --- Review of Research Question 4 --- p.160Chapter 5.4.2 --- Perceptual Aspect --- p.160Chapter 5.4.3 --- Production Aspect --- p.161Chapter 5.4.4 --- Discussion of the Effect of Proficiency Groups --- p.162Chapter 5.4.4.1 --- Perception and Production as a Process --- p.163Chapter 5.4.4.2 --- Indistinguishable Proficiency Levels of the Subjects --- p.165Chapter 5.4.5 --- Summary --- p.166Chapter 5.5 --- The Effect of Vowels - Research Question 5 --- p.166Chapter 5.5.1 --- Review of Research Question 5 --- p.166Chapter 5.5.2 --- Perceptual Aspect --- p.167Chapter 5.5.2.1 --- Discussion of the Effect of Vowels on Perceptual Learning --- p.168Chapter 5.5.2.2 --- Speech Learning Model --- p.169Chapter 5.5.2.3 --- Perceptual Assimilation Model --- p.170Chapter 5.5.3 --- Production Aspect --- p.172Chapter 5.5.3.1 --- Discussion of the Effect of Vowel on Production --- p.173Chapter 5.5.4 --- Summary --- p.175Chapter 5.6 --- Summary of the Chapter --- p.176Chapter Chapter6 --- Conclusion --- p.178Chapter 6.1 --- An Overview of the Current Study --- p.178Chapter 6.2 --- Contributions of the Current Study --- p.180Chapter 6.3 --- Limitations of the Current Study --- p.183Chapter 6.4 --- Future Research Directions and Implications --- p.185AppendicesAppendix A Consent Form & Survey Form --- p.188Appendix B Language Background of the Subjects --- p.191Appendix C Production Word List & Reading Passage --- p.193Appendix D Perceptual Training Tokens --- p.196Appendix E Perceptual Performance in all Tests --- p.199Appendix F Perceptual Performance in the Pretest and the Posttest --- p.201Appendix G Perceptual Performance in two Tests of Generalization --- p.203Appendix H Production Performance in all Tests --- p.207Appendix I Production Performance in the Pretest and the Posttest --- p.209Appendix J Production Performance in Test of Contextualization --- p.211Appendix K Perception and Production Performance in contrast --- p.213References --- p.21