Help Privacy Policy Disclaimer
  Advanced SearchBrowse




Journal Article

The role of corrective feedback and lexical guidance in perceptual learning of a novel L2 accent in dialogue


Felker,  Emily R.
International Max Planck Research School for Language Sciences, MPI for Psycholinguistics, Max Planck Society;
Center for Language Studies, External Organization;

External Resource
No external resources are shared
Fulltext (restricted access)
There are currently no full texts shared for your IP range.
Fulltext (public)
Supplementary Material (public)
There is no public supplementary material available

Felker, E. R., Broersma, M., & Ernestus, M. (2021). The role of corrective feedback and lexical guidance in perceptual learning of a novel L2 accent in dialogue. Applied Psycholinguistics, 42, 1029-1055. doi:10.1017/S0142716421000205.

Cite as: https://hdl.handle.net/21.11116/0000-0009-5BB9-1
Perceptual learning of novel accents is a critical skill for second-language speech perception, but little is known about the mechanisms that facilitate perceptual learning in communicative contexts. To study perceptual learning in an interactive dialogue setting while maintaining experimental control of the phonetic input, we employed an innovative experimental method incorporating prerecorded speech into a naturalistic conversation. Using both computer-based and face-to-face dialogue settings, we investigated the effect of two types of learning mechanisms in interaction: explicit corrective feedback and implicit lexical guidance. Dutch participants played an information-gap game featuring minimal pairs with an accented English speaker whose /ε/ pronunciations were shifted to /ɪ/. Evidence for the vowel shift came either from corrective feedback about participants’ perceptual mistakes or from onscreen lexical information that constrained their interpretation of the interlocutor’s words. Corrective feedback explicitly contrasting the minimal pairs was more effective than generic feedback. Additionally, both receiving lexical guidance and exhibiting more uptake for the vowel shift improved listeners’ subsequent online processing of accented words. Comparable learning effects were found in both the computer-based and face-to-face interactions, showing that our results can be generalized to a more naturalistic learning context than traditional computer-based perception training programs.