{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79739"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79739","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Second-Language Speech Learning: An Investigation of Auditory Word Priming","abstract":"Results revealed that (1) L2 learners use auditory word priming when they are acquiring an L2, (2) the extent to which they do so depends upon L2 learners' attention to the form of spoken input, and (3) L2 learners over-rely on detailed information about spoken words (e.g., information about a speaker's voice) as they use auditory word priming. These findings indicated that auditory word priming is both an implicit and crucial learning mechanism involved in the processing and learning of L2 speech. These findings also indicated that the extent of this involvement depends upon the nature of spoken L2 input and the processing demands imposed on the learner by a learning task.","abstract_html":"Results revealed that (1) L2 learners use auditory word priming when they are acquiring an L2, (2) the extent to which they do so depends upon L2 learners' attention to the form of spoken input, and (3) L2 learners over-rely on detailed information about spoken words (e.g., information about a speaker's voice) as they use auditory word priming. These findings indicated that auditory word priming is both an implicit and crucial learning mechanism involved in the processing and learning of L2 speech. These findings also indicated that the extent of this involvement depends upon the nature of spoken L2 input and the processing demands imposed on the learner by a learning task.","abstract_has_math":false,"creators":["Trofimovich, Pavel"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Cziko, Gary A.","Mack, Molly"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:53:18Z","date_published":"2015-09-25T19:53:18Z","updated_at":"2026-07-22T22:26:12Z","subjects":["Education, Bilingual and Multicultural"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3086203"],"render_values":[{"text":"(MiAaPQ)AAI3086203","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79739","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Cziko, Gary A.","Mack, Molly"]},{"key":"dc:creator","label":"Author","values":["Trofimovich, Pavel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:53:18Z","10000-01-01","2003"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Bilingual and Multicultural"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79739","(MiAaPQ)AAI3086203"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Results revealed that (1) L2 learners use auditory word priming when they are acquiring an L2, (2) the extent to which they do so depends upon L2 learners' attention to the form of spoken input, and (3) L2 learners over-rely on detailed information about spoken words (e.g., information about a speaker's voice) as they use auditory word priming. These findings indicated that auditory word priming is both an implicit and crucial learning mechanism involved in the processing and learning of L2 speech. These findings also indicated that the extent of this involvement depends upon the nature of spoken L2 input and the processing demands imposed on the learner by a learning task.","Made available in DSpace on 2015-09-25T19:53:18Z (GMT). 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These findings indicated that auditory word priming is both an implicit and crucial learning mechanism involved in the processing and learning of L2 speech. These findings also indicated that the extent of this involvement depends upon the nature of spoken L2 input and the processing demands imposed on the learner by a learning task.","Made available in DSpace on 2015-09-25T19:53:18Z (GMT). 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