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Auditory Discrimination and Identification in Foreign Language Learning [microform] / Louis Weiss
Bib ID 5219344
Format MicroformMicroform, BookBook
Author
Weiss, Louis
 
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1971 
52 p. 
Summary

The main purpose of this study was to investigate the validity of the assumption that auditory discrimination and pronunciation in a foreign language are closely related. If the assumption were to be well-founded, then it might be possible for foreign language students with high auditory discrimination ability to work alone in the language laboratory with appropriately structured materials and achieve near-native pronunciation. The design of the study involved developing and testing an instrument to measure auditory discrimination ability, which was followed by an investigation of the differential effects of two types of pronunciation training upon students with varying degrees of auditory discrimination ability as measured on that instrument. Some 200 subjects at the sixth-grade level participated in the experiment. Results indicate fundamental differences between mimicry and reproduction in second language learning. Consideration of the several perceptual tasks involved in responding to the stimuli presented in this study underscores the importance of distinguishing between the processes of discrimination and identification. Extensive use of statistical tables and charts illustrates experimental test results. (Author/RL)

Notes

Sponsoring Agency: Office of Education (DHEW), Washington, DC. Bureau of Research.

Contract Number: OEC-6-10-078.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Auditory Discrimination.  |  Auditory Stimuli.  |  Auditory Tests.  |  Conditioning.  |  Discrimination Learning.  |  Educational Experiments.  |  Hearing (Physiology)  |  Instructional Program Divisions.  |  Language Instruction.  |  Language Laboratories.  |  Language Research.  |  Modern Languages.  |  Morphophonemics.  |  Phonemics.  |  Pronunciation.  |  Responses.  |  Second Language Learning.  |  Teaching Methods.  |  Tests.
Other authors/contributors Stanford Univ., CA. Stanford Center for Research and Development in Teaching
Available From ERIC 
000 03129cam a22005052u 4500
001 5219344
005 20181019152004.0
007 he u||024||||
008 080220s1971    xxu ||| b     ||| | eng d
035 |9(ericd)ED048799
037 |aED048799|bERIC
040 |aericd|beng|cericd|dMvI
088 |aP-5-0252-0402
088 |aTR-17
091 |amfm
100 1 |aWeiss, Louis.
245 1 0 |aAuditory Discrimination and Identification in Foreign Language Learning|h[microform] /|cLouis Weiss.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1971.
300 |a52 p.
500 |aSponsoring Agency: Office of Education (DHEW), Washington, DC. Bureau of Research.|5ericd
500 |aContract Number: OEC-6-10-078.|5ericd
520 |aThe main purpose of this study was to investigate the validity of the assumption that auditory discrimination and pronunciation in a foreign language are closely related. If the assumption were to be well-founded, then it might be possible for foreign language students with high auditory discrimination ability to work alone in the language laboratory with appropriately structured materials and achieve near-native pronunciation. The design of the study involved developing and testing an instrument to measure auditory discrimination ability, which was followed by an investigation of the differential effects of two types of pronunciation training upon students with varying degrees of auditory discrimination ability as measured on that instrument. Some 200 subjects at the sixth-grade level participated in the experiment. Results indicate fundamental differences between mimicry and reproduction in second language learning. Consideration of the several perceptual tasks involved in responding to the stimuli presented in this study underscores the importance of distinguishing between the processes of discrimination and identification. Extensive use of statistical tables and charts illustrates experimental test results. (Author/RL)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 1 7 |aAuditory Discrimination.|2ericd
650 0 7 |aAuditory Stimuli.|2ericd
650 0 7 |aAuditory Tests.|2ericd
650 0 7 |aConditioning.|2ericd
650 0 7 |aDiscrimination Learning.|2ericd
650 1 7 |aEducational Experiments.|2ericd
650 0 7 |aHearing (Physiology)|2ericd
650 0 7 |aInstructional Program Divisions.|2ericd
650 0 7 |aLanguage Instruction.|2ericd
650 0 7 |aLanguage Laboratories.|2ericd
650 1 7 |aLanguage Research.|2ericd
650 0 7 |aModern Languages.|2ericd
650 0 7 |aMorphophonemics.|2ericd
650 0 7 |aPhonemics.|2ericd
650 1 7 |aPronunciation.|2ericd
650 0 7 |aResponses.|2ericd
650 1 7 |aSecond Language Learning.|2ericd
650 0 7 |aTeaching Methods.|2ericd
650 0 7 |aTests.|2ericd
710 2 |aStanford Univ., CA. Stanford Center for Research and Development in Teaching.
984 |aANL|cmc 2253 ED048799|d77000000056481
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