Effects of hand gestures on auditory learning of second-language vowel length contrasts
Research has shown that hand gestures affect comprehension and production of speech at semantic, syntactic, and pragmatic levels for both native language and second language (L2). This study investigated a relatively less explored question: Do hand gestures influence auditory learning of an L2 at th...
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| Veröffentlicht in: | Journal of speech, language, and hearing research language, and hearing research, 2014-12, Vol.57 (6), p.2090-2101 |
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| container_title | Journal of speech, language, and hearing research |
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| creator | Hirata, Yukari Kelly, Spencer D Huang, Jessica Manansala, Michael |
| description | Research has shown that hand gestures affect comprehension and production of speech at semantic, syntactic, and pragmatic levels for both native language and second language (L2). This study investigated a relatively less explored question: Do hand gestures influence auditory learning of an L2 at the segmental phonology level?
To examine auditory learning of phonemic vowel length contrasts in Japanese, 88 native English-speaking participants took an auditory test before and after one of the following 4 types of training in which they (a) observed an instructor in a video speaking Japanese words while she made syllabic-rhythm hand gesture, (b) produced this gesture with the instructor, (c) observed the instructor speaking those words and her moraic-rhythm hand gesture, or (d) produced the moraic-rhythm gesture with the instructor.
All of the training types yielded similar auditory improvement in identifying vowel length contrast. However, observing the syllabic-rhythm hand gesture yielded the most balanced improvement between word-initial and word-final vowels and between slow and fast speaking rates.
The overall effect of hand gesture on learning of segmental phonology is limited. Implications for theories of hand gesture are discussed in terms of the role it plays at different linguistic levels. |
| doi_str_mv | 10.1044/2014_JSLHR-S-14-0049 |
| format | Article |
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To examine auditory learning of phonemic vowel length contrasts in Japanese, 88 native English-speaking participants took an auditory test before and after one of the following 4 types of training in which they (a) observed an instructor in a video speaking Japanese words while she made syllabic-rhythm hand gesture, (b) produced this gesture with the instructor, (c) observed the instructor speaking those words and her moraic-rhythm hand gesture, or (d) produced the moraic-rhythm gesture with the instructor.
All of the training types yielded similar auditory improvement in identifying vowel length contrast. However, observing the syllabic-rhythm hand gesture yielded the most balanced improvement between word-initial and word-final vowels and between slow and fast speaking rates.
The overall effect of hand gesture on learning of segmental phonology is limited. Implications for theories of hand gesture are discussed in terms of the role it plays at different linguistic levels.</description><identifier>ISSN: 1092-4388</identifier><identifier>EISSN: 1558-9102</identifier><identifier>DOI: 10.1044/2014_JSLHR-S-14-0049</identifier><identifier>PMID: 25088127</identifier><language>eng</language><publisher>United States: American Speech-Language-Hearing Association</publisher><subject>Adolescent ; Auditory Tests ; Auditory Training ; Aural Learning ; Comprehension ; English ; Female ; Gesture ; Gestures ; Grammar, Comparative and general ; Hand ; Humans ; Japanese ; Language ; Language Development ; Learning ; Linguistic research ; Male ; Monolingualism ; Multilingualism ; Native Language ; Native languages ; Native Speakers ; North American English ; Phonemes ; Phonemics ; Phonetics ; Phonology ; Physiological research ; Pragmatics ; Pragmatism ; Psycholinguistics ; Second Language Learning ; Semantics ; Semiotics ; Speech ; Speech Perception ; Studies ; Teaching Methods ; Training Methods ; Vowels ; Young Adult</subject><ispartof>Journal of speech, language, and hearing research, 2014-12, Vol.57 (6), p.2090-2101</ispartof><rights>COPYRIGHT 2014 American Speech-Language-Hearing Association</rights><rights>Copyright American Speech-Language-Hearing Association Dec 2014</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c522t-4910284c39351cadfc6fa8248fa9434af22be0febe413fd1b665bc93d7de5b4b3</citedby><cites>FETCH-LOGICAL-c522t-4910284c39351cadfc6fa8248fa9434af22be0febe413fd1b665bc93d7de5b4b3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/25088127$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Hirata, Yukari</creatorcontrib><creatorcontrib>Kelly, Spencer D</creatorcontrib><creatorcontrib>Huang, Jessica</creatorcontrib><creatorcontrib>Manansala, Michael</creatorcontrib><title>Effects of hand gestures on auditory learning of second-language vowel length contrasts</title><title>Journal of speech, language, and hearing research</title><addtitle>J Speech Lang Hear Res</addtitle><description>Research has shown that hand gestures affect comprehension and production of speech at semantic, syntactic, and pragmatic levels for both native language and second language (L2). This study investigated a relatively less explored question: Do hand gestures influence auditory learning of an L2 at the segmental phonology level?
To examine auditory learning of phonemic vowel length contrasts in Japanese, 88 native English-speaking participants took an auditory test before and after one of the following 4 types of training in which they (a) observed an instructor in a video speaking Japanese words while she made syllabic-rhythm hand gesture, (b) produced this gesture with the instructor, (c) observed the instructor speaking those words and her moraic-rhythm hand gesture, or (d) produced the moraic-rhythm gesture with the instructor.
All of the training types yielded similar auditory improvement in identifying vowel length contrast. However, observing the syllabic-rhythm hand gesture yielded the most balanced improvement between word-initial and word-final vowels and between slow and fast speaking rates.
The overall effect of hand gesture on learning of segmental phonology is limited. Implications for theories of hand gesture are discussed in terms of the role it plays at different linguistic levels.</description><subject>Adolescent</subject><subject>Auditory Tests</subject><subject>Auditory Training</subject><subject>Aural Learning</subject><subject>Comprehension</subject><subject>English</subject><subject>Female</subject><subject>Gesture</subject><subject>Gestures</subject><subject>Grammar, Comparative and general</subject><subject>Hand</subject><subject>Humans</subject><subject>Japanese</subject><subject>Language</subject><subject>Language Development</subject><subject>Learning</subject><subject>Linguistic research</subject><subject>Male</subject><subject>Monolingualism</subject><subject>Multilingualism</subject><subject>Native Language</subject><subject>Native languages</subject><subject>Native Speakers</subject><subject>North American English</subject><subject>Phonemes</subject><subject>Phonemics</subject><subject>Phonetics</subject><subject>Phonology</subject><subject>Physiological research</subject><subject>Pragmatics</subject><subject>Pragmatism</subject><subject>Psycholinguistics</subject><subject>Second Language Learning</subject><subject>Semantics</subject><subject>Semiotics</subject><subject>Speech</subject><subject>Speech Perception</subject><subject>Studies</subject><subject>Teaching Methods</subject><subject>Training Methods</subject><subject>Vowels</subject><subject>Young 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speech, language, and hearing research</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Hirata, Yukari</au><au>Kelly, Spencer D</au><au>Huang, Jessica</au><au>Manansala, Michael</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Effects of hand gestures on auditory learning of second-language vowel length contrasts</atitle><jtitle>Journal of speech, language, and hearing research</jtitle><addtitle>J Speech Lang Hear Res</addtitle><date>2014-12</date><risdate>2014</risdate><volume>57</volume><issue>6</issue><spage>2090</spage><epage>2101</epage><pages>2090-2101</pages><issn>1092-4388</issn><eissn>1558-9102</eissn><abstract>Research has shown that hand gestures affect comprehension and production of speech at semantic, syntactic, and pragmatic levels for both native language and second language (L2). This study investigated a relatively less explored question: Do hand gestures influence auditory learning of an L2 at the segmental phonology level?
To examine auditory learning of phonemic vowel length contrasts in Japanese, 88 native English-speaking participants took an auditory test before and after one of the following 4 types of training in which they (a) observed an instructor in a video speaking Japanese words while she made syllabic-rhythm hand gesture, (b) produced this gesture with the instructor, (c) observed the instructor speaking those words and her moraic-rhythm hand gesture, or (d) produced the moraic-rhythm gesture with the instructor.
All of the training types yielded similar auditory improvement in identifying vowel length contrast. However, observing the syllabic-rhythm hand gesture yielded the most balanced improvement between word-initial and word-final vowels and between slow and fast speaking rates.
The overall effect of hand gesture on learning of segmental phonology is limited. Implications for theories of hand gesture are discussed in terms of the role it plays at different linguistic levels.</abstract><cop>United States</cop><pub>American Speech-Language-Hearing Association</pub><pmid>25088127</pmid><doi>10.1044/2014_JSLHR-S-14-0049</doi><tpages>12</tpages></addata></record> |
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| identifier | ISSN: 1092-4388 |
| ispartof | Journal of speech, language, and hearing research, 2014-12, Vol.57 (6), p.2090-2101 |
| issn | 1092-4388 1558-9102 |
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| source | MEDLINE; EBSCOhost Education Source |
| subjects | Adolescent Auditory Tests Auditory Training Aural Learning Comprehension English Female Gesture Gestures Grammar, Comparative and general Hand Humans Japanese Language Language Development Learning Linguistic research Male Monolingualism Multilingualism Native Language Native languages Native Speakers North American English Phonemes Phonemics Phonetics Phonology Physiological research Pragmatics Pragmatism Psycholinguistics Second Language Learning Semantics Semiotics Speech Speech Perception Studies Teaching Methods Training Methods Vowels Young Adult |
| title | Effects of hand gestures on auditory learning of second-language vowel length contrasts |
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