Acquisition of second-language speech: Effects of visual cues, context, and talker variability

By Debra M. Hardison. Applied Psycholinguistics, 2003

216 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

The Role of Audiovisual Speech and Orthographic Information in Nonnative Speech Production (2005, unknown): “On the other hand, Massaro and his colleagues (Massaro, Cohen, Gesi, Heredia, & Tsuzaki, 1993) tested native English, Spanish, and Japanese speakers on synthetic speech stimuli, which consisted of various combinations of auditory and visual /ba/-/da/ speech continua divided across five steps.”
COMMUNICATIVE FOCUS ON FORM AND SECOND LANGUAGE SUPRASEGMENTAL LEARNING (2014, background): “In addition, such perceptual improvement resulting from HVPT has shown to be transferable to production domains without any explicit articulatory instruction (e.g., Hardison, 2003; Wang, Jongman, & Sereno, 2003).”
Principles of Learning, Implications for Teaching: A Cognitive Neuroscience Perspective. (2008, background): “In the case of the ‘l’/‘r’ distinction, multisensory input appears to be particularly effective (seeing as well as hearing other speakers produce the target sounds, Hardison, 2003).”
Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English (2012, background): “…strict laboratory conditions in which variables such as intensity and consistency of instruction were well controlled and the length of instruction on only one phonological target, in some cases, lasted for many hours (e.g., 15–22.5 hr in Bradlow et al., 1997, 1999; 11.5 hr in Hardison, 2003).”