The two sounds sound similar to me. I'm French and my english accent is terrible. Is It possible as an adult to improve auditory sensitivity/processing ? Thank you for your videos
How depressing! The two sounds seemed the same to me. However, this correlates with my subjective experience as someone for whom L2 listening is difficult. I wonder how, as an ESL teacher, I can help people who find listening especially difficult. Can these abilities be trained?
Thanks a lot for your comments! It's very important to note that the music aptitude auditory processing that I introduced in this video predict how well you can master L2 pronunciation under naturalistic/immersion contexts without any instruction. If your students excel in these abilities, that's fabulous (all they need to do is mere exposure to a target language).Even if such abilities are lacking, that's perfectly fine. It simply means your students may benefit more from instruction (rather than immersion). For them, having a good teacher (rather than a good ear) plays a very important role! I will soon launch TH-cam TESOL Lecture Series where I plan to introduce a range of recent research findings in teaching listening.
Re if only difference in those 2 example sounds in video abstract were formants then don't worry as the study reports "Formant discrimination, on the other hand, had no significant relationship with any dimensions of pronunciation." As a side note those scatterplots for duration and pitch discrimination are :/?! Great paper though thanks!
@@MuraNava Thanks a lot for your comments. Actually I should have used pitch discrimination as an example. It sounds less speech like and can be used as a perfect example for "domain general" auditory processing. By the way, prosodic discrimination (pitch, duration, intensity) appears to play a very important role in successful L2 English speech learning among L1 Chinese speakers; but formant discrimination matters in other L1-L2 pairings (check our team's recent work @ my Google Scholar; I will create more videos). Re: the distribution, I just checked quickly, finding one outlier (out of 48) in pitch and duration discrimination, respectively. The data was normally distributed. FYI, using nonparametric correlations could have been used anyway as the results would look clearer. Nobody pointed out during the review process, but the sample size of the study was quite small (as it was a part of MA dissertation). In essence, as you know, there are so many ways to run stats sometimes resulting in slightly different findings. That's why we've decided to make the data available as a part of Supplementary Information.
@@KazuyaL2Lab re formants in other lang pairs, interesting look fwd to the vids and will check your team's recent work, thx! re the scatter plots forgive my throwaway comment, i am sure your stats add up it was just trying to see with my eyeball any trends in the plots!
You can download Chaoqun's paper here: journals.sagepub.com/doi/full/10.1177/0267658320978493
Kazuya, this is amazing work! Congrats to the student, and to the proud supervisor!
The two sounds sound similar to me. I'm French and my english accent is terrible. Is It possible as an adult to improve auditory sensitivity/processing ?
Thank you for your videos
How depressing! The two sounds seemed the same to me. However, this correlates with my subjective experience as someone for whom L2 listening is difficult. I wonder how, as an ESL teacher, I can help people who find listening especially difficult. Can these abilities be trained?
Thanks a lot for your comments! It's very important to note that the music aptitude auditory processing that I introduced in this video predict how well you can master L2 pronunciation under naturalistic/immersion contexts without any instruction. If your students excel in these abilities, that's fabulous (all they need to do is mere exposure to a target language).Even if such abilities are lacking, that's perfectly fine. It simply means your students may benefit more from instruction (rather than immersion). For them, having a good teacher (rather than a good ear) plays a very important role! I will soon launch TH-cam TESOL Lecture Series where I plan to introduce a range of recent research findings in teaching listening.
Re if only difference in those 2 example sounds in video abstract were formants then don't worry as the study reports "Formant discrimination, on the other hand, had no significant relationship with any dimensions of pronunciation."
As a side note those scatterplots for duration and pitch discrimination are :/?!
Great paper though thanks!
@@MuraNava Thanks a lot for your comments. Actually I should have used pitch discrimination as an example. It sounds less speech like and can be used as a perfect example for "domain general" auditory processing. By the way, prosodic discrimination (pitch, duration, intensity) appears to play a very important role in successful L2 English speech learning among L1 Chinese speakers; but formant discrimination matters in other L1-L2 pairings (check our team's recent work @ my Google Scholar; I will create more videos). Re: the distribution, I just checked quickly, finding one outlier (out of 48) in pitch and duration discrimination, respectively. The data was normally distributed. FYI, using nonparametric correlations could have been used anyway as the results would look clearer. Nobody pointed out during the review process, but the sample size of the study was quite small (as it was a part of MA dissertation). In essence, as you know, there are so many ways to run stats sometimes resulting in slightly different findings. That's why we've decided to make the data available as a part of Supplementary Information.
@@KazuyaL2Lab re formants in other lang pairs, interesting look fwd to the vids and will check your team's recent work, thx!
re the scatter plots forgive my throwaway comment, i am sure your stats add up it was just trying to see with my eyeball any trends in the plots!
@@MuraNava feel contact me if you are up for any collaboration!