Improving second language vowel production with hand gestures encoding visible articulation: evidence from picture‐naming and paragraph‐reading tasks

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• dc.contributor.author Xi, Xiaotong
• dc.contributor.author Li, Peng
• dc.contributor.author Prieto Vives, Pilar, 1965-
• dc.date.accessioned 2024-08-26T06:35:53Z
• dc.date.available 2024-08-26T06:35:53Z
• dc.date.issued 2024
• dc.description Includes supplementary materials for the online appendix.
• dc.description.abstract This study investigates whether audiovisual phonetic training with hand gestures encoding visible or nonvisible articulation features has a differential impact on learning second language sounds. Ninety-nine Catalan–Spanish bilingual students were trained to differentiate English /æ/ and /ʌ/, which differ in the visible lip aperture and nonvisible tongue position, with training involving no gestures, gestures representing the lip aperture, or gestures representing the tongue position. Before, immediately after, and 1 week after the training, participants’ perception of the targets was assessed through a word-identification task, and their production was tested through paragraph-reading, picture-naming, and word-imitation tasks. Although all participants improved in perception and production, the lip hand gesture was more effective in adjusting lip aperture than the other two conditions in the paragraph-reading and picture-naming tasks. These results suggest that hand gestures encoding visible rather than nonvisible articulation features are more effective for improving second language pronunciation.
• dc.description.sponsorship The study was supported by the Ministerio de Ciencia, Innovación y Universidades, Agencia Estatal de Investigación, and Fondo Europeo de Desarrollo Regional [PGC2018-097007-B-l00], and by the Ministerio de Ciencia e Innovación [PID2021-123823NB-I00]. The first author is supported by the Department d'Empresa i Coneixement de la Generalitat de Catalunya and the European Social Fund under a grant for the recruitment of early-stage research staff [2021FI_B 00137]. The second author is supported by the Research Council of Norway through its Centres of Excellence funding scheme [223265].
• dc.format.mimetype application/pdf
• dc.identifier.citation Xi X, Li P, Prieto P. Improving second language vowel production with hand gestures encoding visible articulation: evidence from picture‐naming and paragraph‐reading tasks. Language Learning. 2024 Dec;74(4):884-916. DOI: 10.1111/lang.12647
• dc.identifier.doi http://dx.doi.org/10.1111/lang.12647
• dc.identifier.issn 0023-8333
• dc.identifier.uri http://hdl.handle.net/10230/60901
• dc.language.iso eng
• dc.publisher Wiley
• dc.relation.ispartof Language Learning. 2024 Dec;74(4):884-916
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/PGC2018-097007-B-I00
• dc.relation.projectID info:eu-repo/grantAgreement/ES/3PE/PID2021-123823NB-I00
• dc.rights © 2024 The Authors. Language Learning published by Wiley Periodicals LLC on behalf of Language Learning Research Club, University of Michigan. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.rights.uri http://creativecommons.org/licenses/by/4.0/
• dc.subject.keyword Hand gesture
• dc.subject.keyword Phonetic training
• dc.subject.keyword English
• dc.subject.keyword Vowel
• dc.subject.keyword Second language acquisition
• dc.title Improving second language vowel production with hand gestures encoding visible articulation: evidence from picture‐naming and paragraph‐reading tasks
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/publishedVersion