Assimilation of L2 vowels to L1 phonemes governs L2 learning in adulthood: A behavioral and ERP study

Simple item page
dc.contributorAalto-yliopistofi
dc.contributorAalto Universityen
dc.contributor.authorGrimaldi, Mirkoen_US
dc.contributor.authorSisinni, Biancaen_US
dc.contributor.authorGili Fivela, Barbaraen_US
dc.contributor.authorInvitto, Saraen_US
dc.contributor.authorResta, Donatellaen_US
dc.contributor.authorAlku, Paavoen_US
dc.contributor.authorBrattico, Elviraen_US
dc.contributor.departmentBECSen
dc.contributor.departmentDept Signal Process and Acousten
dc.contributor.groupauthorSpeech Communication Technologyen
dc.date.accessioned2017-05-11T07:16:11Z
dc.date.available2017-05-11T07:16:11Z
dc.date.issued2014en_US
dc.description.abstractAccording to the Perceptual Assimilation Model (PAM), articulatory similarity/dissimilarity between sounds of the second language (L2) and the native language (L1) governs L2 learnability in adulthood and predicts L2 sound perception by naïve listeners. We performed behavioral and neurophysiological experiments on two groups of university students at the first and fifth years of the English language curriculum and on a group of naïve listeners. Categorization and discrimination tests, as well as the mismatch negativity (MMN) brain response to L2 sound changes, showed that the discriminatory capabilities of the students did not significantly differ from those of the naïve subjects. In line with the PAM model, we extend the findings of previous behavioral studies showing that, at the neural level, classroom instruction in adulthood relies on assimilation of L2 vowels to L1 phoneme categories and does not trigger improvement in L2 phonetic discrimination. Implications for L2 classroom teaching practices are discussed.en
dc.description.versionPeer revieweden
dc.format.extent1-14
dc.format.mimetypeapplication/pdfen_US
dc.identifier.citationGrimaldi, M, Sisinni, B, Gili Fivela, B, Invitto, S, Resta, D, Alku, P & Brattico, E 2014, ' Assimilation of L2 vowels to L1 phonemes governs L2 learning in adulthood: A behavioral and ERP study ', FRONTIERS IN HUMAN NEUROSCIENCE, vol. 8, 279, pp. 1-14 . https://doi.org/10.3389/fnhum.2014.00279en
dc.identifier.doi10.3389/fnhum.2014.00279en_US
dc.identifier.issn1662-5161
dc.identifier.otherPURE UUID: 56a25819-0d5b-48bb-aa70-ca9881680e4fen_US
dc.identifier.otherPURE ITEMURL: https://research.aalto.fi/en/publications/56a25819-0d5b-48bb-aa70-ca9881680e4fen_US
dc.identifier.otherPURE FILEURL: https://research.aalto.fi/files/12957769/fnhum_08_00279.pdfen_US
dc.identifier.urihttps://aaltodoc.aalto.fi/handle/123456789/25520
dc.identifier.urnURN:NBN:fi:aalto-201705113904
dc.language.isoenen
dc.relation.ispartofseriesFRONTIERS IN HUMAN NEUROSCIENCEen
dc.relation.ispartofseriesVolume 8en
dc.rightsopenAccessen
dc.subject.keywordevent-related potentialsen_US
dc.subject.keywordmismatch negativity (MMN)en_US
dc.subject.keywordvowel perceptionen_US
dc.subject.keywordadult phoneme perceptionen_US
dc.subject.keywordforeign language acquisitionen_US
dc.subject.keywordL2 classroom learningen_US
dc.titleAssimilation of L2 vowels to L1 phonemes governs L2 learning in adulthood: A behavioral and ERP studyen
dc.typeA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessäfi
dc.type.versionpublishedVersion
Files
Collections
[article-cris] Sähkötekniikan korkeakoulu / ELEC