Second-Language Speech Learning: An Investigation of Auditory Word Priming

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Trofimovich, Pavel

Contributors dc:contributor

• Cziko, Gary A.
• Mack, Molly

• Education, Bilingual and Multicultural

Language dc:language

eng

Identifier

(MiAaPQ)AAI3086203

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79739