Journal Article

Influence of Syllable Structure on L2 Auditory Word Learning

Goya, Hideki, Hamada, Megumi

2015

Overview

This study investigated the role of syllable structure in L2 auditory word learning. Based on research on cross-linguistic variation of speech perception and lexical memory, it was hypothesized that Japanese L1 learners of English would learn English words with an open-syllable structure without consonant clusters better than words with a closed-syllable structure and consonant clusters. Two groups of college students (Japanese group, N = 22; and native speakers of English, N = 21) learned paired English pseudowords and pictures. The pseudoword types differed in terms of the syllable structure and consonant clusters (congruent vs. incongruent) and the position of consonant clusters (coda vs. onset). Recall accuracy was higher for the pseudowords in the congruent type and the pseudowords with the coda-consonant clusters. The syllable structure effect was obtained from both participant groups, disconfirming the hypothesized cross-linguistic influence on L2 auditory word learning.

• Publisher: Springer US,Springer,Springer Nature B.V
• Subject: Accuracy / Adolescent / Asian cultural groups / Associative Learning / Auditory Perception / Behavioral Science and Psychology / Clustering / Coda (Phonology) / Cognitive Psychology / College Students / Consonant clusters / Consonants / English (Second Language) / Female / Humans / Japanese / Japanese language / Language / Language Processing / Language Research / Learning / Male / Memory - physiology / Native Language / Nonwords / Phonemes / Phonetics / Psycholinguistics / Psychology / Recall / Recall (Psychology) / Role / Second Language Learning / Speech perception / Speech Perception - physiology / Syllable structure / Syllables / Transfer of Training / Verbal Learning - physiology / Vocabulary Development / Vocabulary learning / Word Recognition / Young Adult