Effects of Perceptual Training on the Identification and Production of Word-Initial Voiceless Stops by Argentinean Learners of English

Abstract In this study, we investigate the effectiveness of perceptual training, administered to Argentinean learners, in the perception and production of word-initial voiceless stops in English. 24 participants were divided into 3 groups: (i) Group 1, which participated in 3 training sessions; (ii) Group 2, which, besides performing the same training tasks, was explicitly informed about the target item; (iii) Group 3 (control). All participants took part in a pre-test, a post-test and a delayed post-test. In all these tests, they participated in a consonant identification task and took part in a read-aloud task. Our results show a significant increase of both experimental groups in identification. As for production, Group 2 exhibited a significant increase in /p/ and /t/ after training. These results are indicative of the effectiveness of perceptual training tasks in helping learners focus on Voice Onset Time.摘要 本研究旨在考察面向阿根廷英语学习者实施的知觉训练，对其英语词首清塞音感知与产出能力的影响。24名参与者被分为3组：(i) 第一组：参与3次训练课程；(ii) 第二组：除完成相同训练任务外，还被明确告知目标音项相关信息；(iii) 第三组：对照组。所有参与者均完成前测、后测与延迟后测，所有测试均包含辅音识别任务与朗读任务。实验结果显示，两个实验组的辅音识别准确率均得到显著提升。就发音产出而言，第二组在训练后，其/p/与/t/音的发音表现出现显著提升。上述结果表明，知觉训练任务可有效帮助学习者聚焦于嗓音起始时间（Voice Onset Time）。