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<title><string language="fre"><![CDATA[Processing variability in L2 learning: insights from articulatory training / Natalia Kartushina, Clara Martin]]></string></title>
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<string language="fre"><![CDATA[Processing variability in L2 learning: insights from articulatory training / Natalia Kartushina, Clara Martin, in colloque "Bilingualism vs. monolingualism: a new perspective on limitations to L2 acquisition" organisé par le laboratoire Octogone-Lordat (Université Toulouse 2) sous la responsabilité de Barbara Köpke (UT2J), Holger Hopp 
(Technische Universität Braunschweig), Tanja Kupisch (Universität 
Konstanz), Université Toulouse Jean Jaurès, 19-20 juin 2017.
Variability
in perceptual input (e.g., multiple talkers) seems to be one of the most
important factors boosting early phonological acquisition and word learning in
native language learners (Rost &amp; McMurray, 2010). It prevents the
association of talker- specific cues with the category and allows to
concentrate on those cues, which are relevant for the establishment of
phonological categories.
The
research on variability in second-language (L2) learning is less conclusive.
Although high input variability training leads to greater improvements in
perception and generalization to new stimuli/speakers (Sadakata &amp; McQueen,
2013), it deters learning in inexperienced speakers and in individuals with
weak initial perceptual abilities or attentional resources (Perrachione et al.,
2011). Also, in general, variability seems to hinder perceptual learning of
difficult L2 sounds.
This
work examines, for the first time, the role of stimulus variability in learning
to produce L2 sounds. Research in general motor learning in humans and, in
particular, in vocal learning in birds suggest that variability is necessary
for the development of expertise (Simmonds, 2015). Yet, a recent perception
training study has shown that variability does not help to form accurate
pronunciation patterns for L2 sounds (Evans 
&amp; Martin-Alvarez, 2016).
Twenty
nine native Spanish speakers were trained with articulatory feedback to produce
unfamiliar French vowel contrast /e/-/?/ that assimilates to Spanish /e/. During training, on each
trial, participants heard the target vowel, repeated it and received immediate
visual feedback showing the location, in F1/F2 space of their production along
with that of the target vowel space. Participants were trained with tokens
either from a set of vowels recorded by a single speaker or by five speakers
(low- and high-variability group, respectively). The acoustic variability in
F1/F2 was matched between the two groups. Each vowel was repeated 1125 times
over 3 days. The improvements in L2 production were assessed in vowel
repetition task before and after training. Half of the tokens were produced by
a familiar voice (used for training in both groups) and the other half by an
unfamiliar voice. To assess L2 production accuracy, the Mahalanobis distance
between L2 production and target acoustic space was computed for each subject
and vowel.
The
results revealed that high variability impaired pronunciation learning: in
familiar voice condition, only low variability training led to improvements in
vowel production. However, variability is essential for the generalization of
learning: in unfamiliar voice condition, only high variability group showed
improvements in vowel production.]]></string></description>
<keyword><string language="fre"><![CDATA[apprentissage des langues]]></string></keyword><keyword><string language="fre"><![CDATA[bilinguisme]]></string></keyword><keyword><string language="fre"><![CDATA[langue maternelle et langue seconde (enseignement des langues)]]></string></keyword>
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NOTE: Natalia Kartushina a été doctorante et assistante d'enseignement au Laboratoire de la Psycholinguistique Expérimentale de l'Université de Genève (Suisse). Actuellement elle est post-doctorante à l'Université d'Oslo, au sein du Psykologisk Institut (PSI). Ses travaux de recherche portent principalement sur l'acquisition de la langue première et d'une langue seconde. &gt; Voir sa page personnelle (PSI). 
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