Nonnative and second-language speech perception : commonalities and complementarities

By Catherine T. Best, Michael D. Tyler, Ocke-Schwen Bohn, Murray J. Munro. 2007

1,290 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d952272d14c57d27f6e56f2eb417dc196e4a945e

How researchers see this paper

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

Citations in the corpus

What makes pronunciation teaching work? Testing for the effect of two variables: socially constructed metalanguage and critical listening (2011, background): “L2 speech research has also focused on the importance of speech perception, which is influenced by both first language (L1) and experience (Best & Tyler, 2007) in learning new categories.”
COMMUNICATIVE FOCUS ON FORM AND SECOND LANGUAGE SUPRASEGMENTAL LEARNING (2014, methodology): “So and Best (2010) examined the perception of the four Mandarin lexical tones by Cantonese speakers without any previous Mandarin experience.”
PHONETIC INFLUENCES ON ENGLISH AND FRENCH LISTENERS’ ASSIMILATION OF MANDARIN TONES TO NATIVE PROSODIC CATEGORIES (2014, background): “…So & Best, 2008 , 2010a , 2010b , 2011 , 2013 ) is an extension of the PAM (Best, 1995 ) and the PAM-L2 (i.e., the PAM for second language learners; Best & Tyler, 2007 ), which were developed to account for listeners’ perceptual assimilation of nonnative segments (consonants and vowels) into their…”
REEXAMINING EFFECTS OF FORM-FOCUSED INSTRUCTION ON L2 PRONUNCIATION DEVELOPMENT (2012, background): “…vocabulary size can show highly consistent patterns of sound recognition (i.e., assimilation and dissimilation of L2 sounds relative to L1 system: Best & Tyler, 2007 ; Bundgaard-Nielsen et al., 2011 a, 2011b ), and their segmental performance tends to be less subject to the infl uence of lexical…”
Asymmetric lexical access and fuzzy lexical representations in second language learners (2014, methodology): “The front-front contrasts are expected to be easier than front-back according to the Perceptual Assimilation Model for Language Learners (PAML2, Best & Tyler 2007), and constitute the control condition.”
VOCABULARY SIZE IS ASSOCIATED WITH SECOND-LANGUAGE VOWEL PERCEPTION PERFORMANCE IN ADULT LEARNERS (2011, methodology): “…has recently been posited to occur early in L2 learning when the learner’s L2 vocabulary is still small, whereas a large L2 vocabulary has been posited to curtail perceptual learning and lead to phonological fossilization (the perceptual assimilation model for SLA, or PAM-L2; Best & Tyler, 2007 ).”
Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta‐Analysis (2019, background): “The notion of articulatory training echoes the gestural theory of L2 speech learning (e.g., Best & Tyler, 2007 for the direct-realist position).”
Exploring the relationship between productive vocabulary knowledge and second language oral ability (2019, methodology): “According to Best and Tyler’s (2007) Perceptual Assimilation Model-L2, L2 learners are induced to enhance their robust linguistic representations in order to use their growing vocabulary repertoires accurately and fluently.”
The bilingual advantage in phonetic learning* (2014, background): “Studies that have investigated the effect of bilingualism on phonetic discrimination (which is likely to be related to initial learning success, see Best & Tyler, 2007) have yielded mixed results.”
Effects of orthographic forms on pronunciation in experienced instructed second language learners (2015, background): “A large body of research shows that L2 speakers’ perception and production of vowels and consonants are affected by their L1 (for reviews, see Best & Tyler, 2007; Zampini, 2008).”